Redesign of MATLT Activity
The MATLT activity chosen for redesign comes from a course developed in CourseSites, Technical Writing, ENG321:
https://www.coursesites.com/webapps/portal/frameset.jsp?tab_tab_group_id=null&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_383538_1%26url%3D
In Module 2, an assignment was introduced for students to complete a collaborative progress report. The redesign of this activity will demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership.
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Original Activity
The original assessment was designed as follows:
Module 2 Assignment: Progress Report Sample Informal Report- Progress Report.docx
For this assignment, you will be assigned to groups to complete a collaborative progress report. Each group will write a progress report that evaluates your progress in this course and in collaborative group assignments. For the purpose of adhering to the learning environment, you should include details about what you have learned, based on what you have accomplished.
Review the attached report (click on link below) as a guide when developing your Progress Report:
Sample Informal Report- Progress Report.docx
The progress of each group member should be addressed in the report. The primary audience is your instructor. Secondary readers may be other Technical Writing instructors. The scope of your report should be based on the audience and purpose(s) of the document (from the readers' perspective). Because of the number of details/data to be included in this report, it should reflect attention to logical organization via the use of headings and subheadings; also, a table should be included in this document.
The assessment of your group assignment will be based on Clarity, Conciseness, Formatting, Eloquence, Usability, and Readability by the intended readers. Use the attached Informal Report Checklist as a guide for completing the collaborative Progress Report.
Please see the attached grading rubric for details on how your assignment will be graded.
In addition to the collaborative progress report, I provided students with a Group Assignment Grading Rubric (included below references):
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Activity Redesign
The activity was redesigned to include instructional design principles linking leadership to student learning outcomes, both individual and collaborative. Applying these principles requires leaders to examine the effects of leadership on student learning. As such, the primary goal is to improve student learning in the following ways: (1) Leaders’ indirect contributions to student learning; (2) Evidence of what educational leaders should focus attention on within their organizations; and (3) Evidence of how leaders further develop high-priority areas of their organizations. According to Leithwood et al., (2004), “at the classroom level, substantial evidence suggests that student learning varies as a consequence of, for example, class-size, student-grouping practices, the instructional practices of teachers, and the nature and extent of monitoring student progress (p.15). Educational districts and institutions also contribute to student learning by ensuring alignment among goals, programs, policies, and professional development. In this assignment, the instructor has the opportunity to observe the impact of his or her leadership in the classroom environment on student progress and performance.
Principles and Theory Chosen
Instructional design principles chosen for the redesign of this activity included focus on the learner and methods. While participating as the audience in evaluating the collaborative progress reports, the educational leader / teacher / instructor better understands affordances – the properties or functions of technology that extend the students’ learning and perceptual capabilities. According to Gagne et al. (2005), the teacher will take into account the various affordances, to include “1) cognitive affordance, which encompasses the criteria that relate to how people learn; 2) social affordance, which encompasses the criteria that relate to shared human activities; 3) affective affordances, which relate to the motivational aspects of learning; and 4) economic affordances, which relate to resources and other practical issues regarding instructional design and delivery” (p.208). After thoroughly evaluating the collaborative progress reports, the instructor has the opportunity to discuss the outcomes with students and/ or make adjustments to future design and instruction.
Design and Implementation Challenges Experienced
Design and implementation challenges experienced with the redesign of this activity included teaching students to take on the role as evaluators to provide constructive criticism in the form of feedback to peers. Additionally, students are exposing their individual achievements by evaluating and writing about what they have learned in the course and how they have contributed. As students discuss and read about their contributions, they have the opportunity to reflect on their successes and/ or failures. Through the completion of the collaborative progress report, students will better understand the instructional methods associated with active learning, which involves them as participants in the process of acquiring, analyzing, and organizing information, and turning it into knowledge (Gagne et a., 2005).
Conclusion
In an effort to demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership, researchers make the comparison between educational leadership and student learning, concluding that classroom instruction takes precedence over leadership. Furthermore, effective educational leadership is most influential from the highest levels – deans, provosts, superintendents, and principals – but the external policy initiatives and internal requirements and priorities are executed by teachers, who directly impact the implementation of large-scale reforms to substantially add value to student learning (Leithwood et al., 2004).
References
Gagne, R., Wager, W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design
(5th ed.). United States: Cengage.
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). Learning from leadership project: How leadership influences student learning (Rep.). doi:10.1080/01619568409538453
The MATLT activity chosen for redesign comes from a course developed in CourseSites, Technical Writing, ENG321:
https://www.coursesites.com/webapps/portal/frameset.jsp?tab_tab_group_id=null&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_383538_1%26url%3D
In Module 2, an assignment was introduced for students to complete a collaborative progress report. The redesign of this activity will demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership.
--------------------------------------------------------------------------------------------------
Original Activity
The original assessment was designed as follows:
Module 2 Assignment: Progress Report Sample Informal Report- Progress Report.docx
For this assignment, you will be assigned to groups to complete a collaborative progress report. Each group will write a progress report that evaluates your progress in this course and in collaborative group assignments. For the purpose of adhering to the learning environment, you should include details about what you have learned, based on what you have accomplished.
Review the attached report (click on link below) as a guide when developing your Progress Report:
Sample Informal Report- Progress Report.docx
The progress of each group member should be addressed in the report. The primary audience is your instructor. Secondary readers may be other Technical Writing instructors. The scope of your report should be based on the audience and purpose(s) of the document (from the readers' perspective). Because of the number of details/data to be included in this report, it should reflect attention to logical organization via the use of headings and subheadings; also, a table should be included in this document.
The assessment of your group assignment will be based on Clarity, Conciseness, Formatting, Eloquence, Usability, and Readability by the intended readers. Use the attached Informal Report Checklist as a guide for completing the collaborative Progress Report.
Please see the attached grading rubric for details on how your assignment will be graded.
In addition to the collaborative progress report, I provided students with a Group Assignment Grading Rubric (included below references):
--------------------------------------------------------------------------------------------------
Activity Redesign
The activity was redesigned to include instructional design principles linking leadership to student learning outcomes, both individual and collaborative. Applying these principles requires leaders to examine the effects of leadership on student learning. As such, the primary goal is to improve student learning in the following ways: (1) Leaders’ indirect contributions to student learning; (2) Evidence of what educational leaders should focus attention on within their organizations; and (3) Evidence of how leaders further develop high-priority areas of their organizations. According to Leithwood et al., (2004), “at the classroom level, substantial evidence suggests that student learning varies as a consequence of, for example, class-size, student-grouping practices, the instructional practices of teachers, and the nature and extent of monitoring student progress (p.15). Educational districts and institutions also contribute to student learning by ensuring alignment among goals, programs, policies, and professional development. In this assignment, the instructor has the opportunity to observe the impact of his or her leadership in the classroom environment on student progress and performance.
Principles and Theory Chosen
Instructional design principles chosen for the redesign of this activity included focus on the learner and methods. While participating as the audience in evaluating the collaborative progress reports, the educational leader / teacher / instructor better understands affordances – the properties or functions of technology that extend the students’ learning and perceptual capabilities. According to Gagne et al. (2005), the teacher will take into account the various affordances, to include “1) cognitive affordance, which encompasses the criteria that relate to how people learn; 2) social affordance, which encompasses the criteria that relate to shared human activities; 3) affective affordances, which relate to the motivational aspects of learning; and 4) economic affordances, which relate to resources and other practical issues regarding instructional design and delivery” (p.208). After thoroughly evaluating the collaborative progress reports, the instructor has the opportunity to discuss the outcomes with students and/ or make adjustments to future design and instruction.
Design and Implementation Challenges Experienced
Design and implementation challenges experienced with the redesign of this activity included teaching students to take on the role as evaluators to provide constructive criticism in the form of feedback to peers. Additionally, students are exposing their individual achievements by evaluating and writing about what they have learned in the course and how they have contributed. As students discuss and read about their contributions, they have the opportunity to reflect on their successes and/ or failures. Through the completion of the collaborative progress report, students will better understand the instructional methods associated with active learning, which involves them as participants in the process of acquiring, analyzing, and organizing information, and turning it into knowledge (Gagne et a., 2005).
Conclusion
In an effort to demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership, researchers make the comparison between educational leadership and student learning, concluding that classroom instruction takes precedence over leadership. Furthermore, effective educational leadership is most influential from the highest levels – deans, provosts, superintendents, and principals – but the external policy initiatives and internal requirements and priorities are executed by teachers, who directly impact the implementation of large-scale reforms to substantially add value to student learning (Leithwood et al., 2004).
References
Gagne, R., Wager, W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design
(5th ed.). United States: Cengage.
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). Learning from leadership project: How leadership influences student learning (Rep.). doi:10.1080/01619568409538453
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grading_rubric_-_technical_writing.docx |