Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Job and Task Analysis Education Discussion
Part 1
Choose two (2) of these techniques, and discuss how you would use them to develop ideas about types of assignments adult students prefer in a class. Describe why you chose those techniques.
Part 2
Job and Task Analysis Education Discussion
This week, students will be creating the discussion questions! The learning outcome for this week is “Design and develop curriculum or instructional content for diverse adult learners”. Based on this learning outcome, your professional and personal experience as an adult student, design an engaging and creative discussion question for this week that is different from the questions posed by other students. Provide a rationale for the discussion question you created.
Part 3
Job and Task Analysis Education Discussion
There are both formal (systematic or strategic, often using data) and informal methods of program evaluation covered in your text. Think about a program or class you have participated in as an adult learner and provide an informal evaluation of the program or class. In other words, if a colleague or family member asked you about the program or class, what type of feedback would you share? Why would you focus on those characteristics?
Part 4
Job and Task Analysis Education Discussion
Think about a program or class you have participated in as an adult learner that you did NOT find effective. Describe the format of this program or class. Explain why you did not find it effective.
Do you think this program or class would have been more effective if offered in a different format? Why or why not?
Part 5
Job and Task Analysis Education Discussion
Remember the campus program for transgender students you were trying to garner support for back in your Week 5 discussion? Congratulations! It’s been approved and funded by the director of student activities. Eager to roll the program out, you create flyers and post them all over campus. You send emails to students, staff, and faculty. You reserve a room on campus with a capacity for 30 people, planning that the small campus population of transgender students would attend in addition to some of your colleagues. You order pizza; your PowerPoint is ready; it’s show time! On the night of the program, you show up a half hour early to set up, only to find a line outside of the door, all of the seats in the room taken, the pizza consumed, and crowds of people asking how they can support transgender students on campus.
While this explosion of interest is obviously good news, it also means that you have totally underestimated your program’s needs. What are your next steps?
Job and Task Analysis Education Discussion
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Job and Task Analysis Education Discussion