Interview Select one of the organizational units and interview an administrator in that office about the significant issues in higher education. Summarize your interview.
Here is the list of organizational units the instructor provided:
1. Business & Finance (Athletics and Internal Audits) 2. Academic Affairs 3. Human Resources 4. Student Affairs and development 5. University Relations and Advancement 6. General Counsel
Write ONE personal life-experience essay chosen from the following topic- Choose one of Erik Erikson’s 8 Psychosocial “crises” (#1-trust vs. mistrust: HOPE; #2-autonomy vs. shame and doubt: WILL; #3-initiative vs. guilt: PURPOSE; #4-industry vs. inferiority: COMPETENCE/SKILL; #5-identity vs. role confusion: FIDELITY; #6-intimacy vs. isolation: LOVE; #7-generativity vs. stagnation: CARE; #8-integrity vs. despair: WISDOM). Write about the psychosocial stage to which you can bring the most first-hand observation, feeling, and analysis. Refer to “Erikson’s Eight Ages of Man” and to pages 205-216 on the attachment.
Imagine you are asked to participate in a panel discussion on cultural diversity at a college in Birmingham, Alabama. As part of your discussion on the importance of cultural diversity to all types of organizations, you are asked to comment on the diversity of customers, clients, and suppliers as a driver of the need for organizational diversity.
Which three key aspects of this topic would you talk about? Explain why you chose these three aspects. Use examples to illustrate your point.
At one time the goal of instructional/educational technology (as well as of much of education generally) was to individualize teaching and learning for each student, so that everyone would have the maximum chance to succeed. And indeed, talk of differentiating and personalizing instruction and education has increased again in recent years. Nowadays, however, we also talk about collaborative learning as a key instructional strategy, as well as other forms of group work. How can the ID process help us reconcile these two trends, which seem to be leading us in very different directions. What parts of the ID process are most useful in bringing about this reconciliation? What changes to the ID process might be useful in the future, based on these ideas? What technologies should we focus on in designing our instruction to make this reconciliation possible?
Formative evaluation is the process of trying out instruction with learners with an eye toward improving it over time. When you try out your instructional materials with members of your target audience, you will be doing the first round of what should be several cycles of tryouts and revisions. We have time for one, so that's what we'll do.You will try out the instruction with a very small number of learners. You will not actually make the revisions, just outline what revisions are needed, based on the tryout results. Preparing for the Tryout
You should make sure you are all set before you begin the tryout itself. This can mean several things:
Have all the instructional materials ready, with copies for each student and at least one for yourself. You should have a copy so that you can follow along and take notes. Have your data gathering materials ready. These include the tests and assessments that you will give the students, follow-up surveys if you have them, and interview questions. Note that this is when you decide what tests and assessments to use. If at all possible, you want to give the prerequisites test, the pre-test, and the post-test to all students, especially in the tryouts. Otherwise, how will you know what they did or did not learn? The best tryouts gather as much data as possible. Once you have the unit working the way you want, you can eliminate some of these things. There are some reasons for not giving all of this; check your book for some of them or discuss the issue online. Have an appropriate place for the tryout ready. For this first round, you do NOT have to duplicate the classroom setting. A quiet place, free of distractions, is best. Recruit the learners. Try to have them be members of the general target audience. Since we are doing "one-on-one" tryouts in this first round, you will need three (count 'em, 3) learners. One or two is not enough, while more than three just makes more work for yourself. An exception might be if you have group work requiring more. You can either choose the three learners at random or deliberately try to get one good student, one average one, and one low-achiever from your group. Do NOT use all great students or all of any other identifiable group.
Conducting the Tryout
Run each student individually through the tryout unless there is good reason not to (check with me). Collect lots of information along the way. Here's what you do:
Bring each student into the tryout setting. Try to make sure that he or she is at ease. Give them any pre-instruction assessments that you might require. Remind them to do their best, but note that they aren't always expected to know everything there. If your assessments and instruction are long, then you can give the assessments at different times from the instruction itself. This can be especially useful with young children, who may tire and lose focus. Start them on the instruction itself, and ask them to "think aloud" while doing it. In your copy of the materials, note the start time. As they go through the materials, write down any significant comments and questions that the students have while thinking aloud (you might have remind them occasionally to think aloud). At major section breaks, note the time again. If they look puzzled or unsure, ask them what they are thinking. If they hit a snag and cannot seem to move forward, then in this tryout you ARE allowed to help them. Make sure that you write down where and when the help occurred, as well as what it was. If students are doing practice exercises, etc. during the unit, you should either make sure that they write the answers in their materials or note them in your copy After the learners complete the instruction, note the ending time. Give them the post-instructional assessment. Again, this could be done at another time, if necessary. After they have completed all this, you should try to gather some data on their reactions to the unit. This can be done either with a short survey, an interview, or both. Have some questions ready for the interview. Thank the learners for their participation.
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Writing up the Tryout
After you have completed the tryout, you need to analyze the data and write up the results. The general outline of the report is found in the assignment for this section. Here are some other things to keep in mind:
Data analysis for a three-person tryout cannot and should not include a lot of statistical analysis. It can, however, include tables and so on with summaries of all the basic findings. What are the scores on the tests? What about breaking that down into the different objectives? As people moved through the materials, did they get all the practice items right, or were there variations? There is also qualitative data. Where did people have the most trouble with the materials? What were their comments during the instruction? What questions did they ask? Did you have to help them over any hurdles? What did they say afterwards? Your goal for the report is NOT to dump everything on me. For example, I do not want the original tests from each students. You do want to have a complete summary of all the data which paints a picture of what worked and what didn't. At this point you should just be reporting, not drawing conclusions, being defensive, etc. ---------------------- Last two pages ---------------------- Revising the Materials
You are not required or expected to make any actual revisions to your project during this semester. There just isn't time. You are, however, expected to tell me what the needed revisions are. There can be a wide range. Here are some examples:
Formatting changes to make sure that people can tell what it important, what tasks they should be doing, and so forth. Typos and wording changes needed to make things as clear as possible. Scope changes where you find that your project either included too much or didn't include enough. Did your students not have the prerequisites? Then you might discuss how to include instruction in those areas. Did they already know half of the material? Then you might have to revise the analysis and the instruction to reduce its size. Strategy changes in which you discuss why your chosen instructional strategies didn't work well and how you should redesign the project. And many more....
Effective technology integration occurs when it can be seamlessly integrated in support of learning objectives. Technology should only be used if it will enhance the learning. It should not be used for the sake of using technology. Mary Beth Hertz states that technology integration “is not taught as a separate class, but [is] integrated into the classroom. It also means that students use technology to learn content and show their understanding of content, not just their expertise with a tool” (Boss, 2011). “Technology can and does help students develop all kinds of skills-- from the basic to the higher-order critical thinking ones. However, for technology to be successful, teachers need to make informed choices relating to pedagogical approach, students’ needs, and learning objectives. Just as important as what technology is used, is how learning can be enhanced through technology” (Strommen and Lincoln, 1992, p. 473).
My first reaction is that technology can be integrated into the ID process during the instructional design phase or during development of assessment instruments. However, merely incorporating technology into the instruction does not necessarily mean that it will be effective for student learning. There are many instructional models, such as the ID model, that specifically relate to effective technology integration and addresses the different phases of technology integration. “Identifying these phases will help teachers and administrators assess their utilization of technology” and help in the development of effectively integrating technology (Martinez, 2013).
Incorporating one of these models alongside the ID model in order to effectively integrate technology will benefit the teachers and ultimately learners as they intentionally plan for technology integration that will best support student learning. It may seem like a lot of extra work to incorporate two different models, but some models are pretty simple and look specifically at the technology integration aspect, whereas the ID process focuses on effective instruction design. Some of the models that are suggested to use are the TIP model, SAMR, and Tiers of Technology integration, among others. I like the TIP model. It has similar phases that correspond to the ID process, but are specifically related to technology integration.
During the first phase of the TIP model, the designer determines relative advantage of technology integration. “Teachers look at their current teaching problems and identify technology-based methods that offer good solutions” (Azman, 2012). This mindset can be incorporated into the ID model by having the designer think about technology early in the Instructional design process. The designer could look for specific steps in the instructional analysis that could be supported with technology. Also, as part of evaluating the learner and context, the designer could include evaluating the learners’ prior use and familiarity with technology, as well as including their ability/ comfort and access to technology. Technology-use can also be incorporated as an assessment tool and, therefore, can be included as a part of the development of assessment instruments. Technology integration within the ID process needs to be intentional and may even benefit from having its own separate step within the ID process that guides the designer to evaluate and select appropriate technology to be used in the instruction.
I also think in order to promote effective and efficient use of technology in teaching and learning, it would be valuable within the ID process for the designer to provide a rationale for the use of specific technology tools within the lesson. The designer should be able to justify their use of the technology tool in order to demonstrate its effectiveness. This also guides the designer’s vision of the use of the specific technology tool with the students. Along with that, there needs to be a review/evaluation of the effectiveness of the technology-use with the lesson. It would be beneficial if there were some sort of guideline or rubric set ahead of time to evaluate the effectiveness of the technology integration in the lesson. The evaluation could also be used at the end of a lesson to determine if/how the technology that was used added to the students’ mastery of learning objectives. These steps are usually included in one of the technology integration models, so as I stated before, I think the best solution would be to use a technology integration model in conjunction with the ID model. The first step should be to think about technology integration early in the ID process. Then once a technology tool has been selected, the designer should use one of the effective technology integration models to help “deliver effective professional development for integrating technology in the classroom” alongside the ID process (Martinez, 2013). That way the technology integration model focuses on the effectiveness of the technology tool in support of students’ learning, while the ID model focuses on the instructional design as a whole including the determination of objectives from a needs analysis and evaluation of the effectiveness of instruction to meet those objectives.
Azman, M. (2012). Foundations of Effective Technology Integration Models: Theory and Practice. prezi.com. Retrieved April 27, 2014, from http://prezi.com/3os_pii7-c96/foundations-of-effective-technology-integration-models-theory-and-practice/
Boss, S. (2011, September 7). Technology Integration: What Experts Say. Retrieved February 18, 2014, from http://www.edutopia.org/technology-integration-experts
Martinez, M. (2013). Models for Effective Technology Integration. Education World:. Retrieved April 27, 2014, from http://www.educationworld.com/a_tech/technology-integration-classroom-school-phases-stages.shtml
Strommen, Erik F. & Lincoln, Bruce. (1992, August). Constructivism, technology, and the future of classroom learning. Education and Urban Society, 24, 466-476.
The ID process is sometimes criticized for being, too focused on student assessment, I think is an unfair criticism. I think the student assessments are helpful in the way we develop and refine our ability to teach effectively with service-learning. How else can we see how effective our teaching is without giving student assessments to see how they are developing, how they are processing information and how well they are preforming new skills. If students are failing a class, or having trouble with a certain class and it is more than one student, it makes it easy for us to refine our lesson, and maybe redesign it as a whole. Their assessment are almost like our report card, shows us what is working and what is not, without that how will we know the lesson is affective.
Personally, I think the most important student assessments are projects. The teacher gives emphasis to distinctive features and also giving learners and idea what they will be able to do by the end of instruction. Having guidelines helps makes sure students are learning what they need to finish the project and achieve their and our goals for them. Projects also help give individuality and some freedom to the students with a bit of creativity. Once projects are completed we can see if they completed all guidelines and if they did the students passed the assessments and were able to independently complete them. Projects help give real world experience to students by making them think and use all the knowledge they have gained and apply it towards this goal. The teacher helps the students in understanding by providing organization and relevance this show a demonstration on learning. This also gives learners some type of satisfaction or reward from a learning experience.
In further, I think homework is a good assessment. I think this because it helps test small bits of new knowledge and builds upon that knowledge as they lessons progress. This helps gage the student and teacher on the amount of knowledge being processed and successfully give the students the skills they need. This is enhancing retention and transfer making the teacher provide varied practice to generalize the capability of the student. This helps provide feedback to student and teacher on the student’s performance.
Therefore, I would change the assessment demands on tests on students with more homework and a final project. Eliminates tests yet still test students on everything they learned by applying it all to a final project. This eliminates frequents test with homework that applies the knowledge and reduces the demands on students with a not so intimidating homework instead of intimidating tests. The less class time on test the more there is left for lecture and individual time with students on homework and projects. This also gives learners some type of satisfaction or reward from a learning experience. Courses should be designed to allow learners to share experiences; to include aids that help relate new material to current knowledge and prior experiences; to provide graphics, examples, cases, analogies, and activities; to include checkpoints; and to allow learners to be self-directed.
In conclusion, projects help give implications to instructional design by giving, professional development, and student retention. They can also help teachers evaluate the effectiveness of their own teaching.
For this Discussion Board topic we are going to watch a video online and then discuss what we saw the video is "American Porn" at the pbs.org website. When you access the website there are 6 chapters of the video. After you watch the video I would like you to make an original post regarding your reaction to the video.
Please address each of the following questions: 1. What new information did you learn regarding porn? Compare the video to information in your text 2. What about the video surprised or shocked you?
3. What is your reaction to the video?
4. How does this relate to in the information in the text. Make sure you include specific information from the video to support your answers. It should be clear from your post that you watched the video and understand the material in the text.
Please post any questions you have about this assignment on the class Discussion Board "Q/A". I suggest you view the video as soon as possible in case you have any problems accessing it you will have time to complete the assignment. You may contact This email address is being protected from spambots. You need JavaScript enabled to view it. if you have questions/problems accessing the video.
This DB is worth extra points; 15 points for your original post and up to 10 points for replies. You should thoroughly answer the questions for your original post and use very specific examples from the video. Because this is worth twice as many points I expect a longer original post (about 500 words) and more in-depth discussion (replies should be about 200 words each). I will be assessing points (partially) on originality of your ideas and thoroughness of your answers. I want to be able to tell from your response that you watched the video and understood the main ideas and concepts.
Paste this link into your browser for the video http://www.pbs.org/wgbh/pages/frontline/shows/porn Book: Sexuality Now - Embracing Diversity, 3rd Edition Janell L. Carroll
Using the module readings, the Argosy University online library resources, and the Internet, research the IDEA and the NCLB Act. Based on your research, prepare a presentation addressing the following: •Provide a description of the ways in which both these laws are interrelated and how they are implemented in the general education classroom. •Present a comparison of the two acts, identifying the pros and cons as well as the advantages and disadvantages of each.
Support your positions by citing scholarly sources.
Be sure to include the following in your presentation: •A title slide •A reference slide •Headings for each slide and section •Speaker notes to support the information on each slide
Develop a 15-slide presentation in Microsoft PowerPoint format, excluding reference and title slides. Apply APA standards to citation of sources
When reading and evaluating research articles, human services professionals should be able to determine whether that research study is valid and reliable. Establishing validity and reliability in research is important to trust the results from the study and to be able to apply those results to a larger research population.
When looking at different research studies, you will often find that when internal validity is high, external validity is low, and vice versa. In this assignment, you will further explore the interaction between internal and external validity.
Tasks:
Part 1:
Based on the course readings and research, in a minimum of 300–400 words, post your responses to the following:
What is internal and external validity? When conducting research, why is there often a trade-off between internal and external validity? Is there a benefit in achieving a high level of one type of validity (internal versus external) over the other? Is there a way to design a study or series of studies to have high internal as well as high external validity? What would be the benefit? Part 2:
Using the Argosy University online library resources, locate a research study related to the human services field. Share your purpose of research. In about 300 words, post your responses to the following:
Evaluate the level of internal and external validity achieved in the study. Discuss how the interpretation of the data is affected by the level of validity (both strengths and weaknesses).
Last week you examined various types of interpersonal influence—strategies by which other people guide your thoughts and actions so they can meet their goals. This week you will examine intrapersonal persuasion or self-persuasion. Self-persuasion occurs when something you have done causes you to change your attitudes, beliefs, and future behavior. This type of change can be rather impactful—after all, you are doing it to yourself—and as a result, self-persuasion is a very powerful strategy for getting you to think and do new things.
To illustrate how self-persuasion operates, imagine that someone asks you to sign a petition to support higher taxes as a first step toward getting you to vote in favor of a new tax initiative. If like many people, you hold a negative attitude toward paying more taxes, you might resist the first request. However, if the person was able to get you to sign the petition, your behavior of signing the petition would be inconsistent with your attitude toward paying more taxes. The inconsistency between your pro-tax behavior and anti-tax attitude would create a state of discomfort called "cognitive dissonance." As you see in the reading, many people reduce their discomfort in this situation by changing their attitudes and beliefs about what they have done. In this case, you would likely justify signing the petition by "softening" your attitude toward paying more taxes. The way in which you rationalize or justify your discrepant behavior leads to some very interesting and, on occasion, some rather unusual adjustments in what you subsequently think and do.
To prepare for this Assignment:
• Read all of Chapter 4 in the course text, Persuasion: Psychological Insights and Perspectives.
• Think about how you would define cognitive dissonance and reflect on the different ways in which you can reduce it. Consider what it means for a cognition to be "least resistant to change" and how that predicts how you are likely to reduce your dissonance.
• Think about how the concept of "induced compliance" relates to the tax petition example in the lead-in. Carefully consider the role of being paid for signing the petition and why being paid very little would cause the most need to adjust your attitude to favor paying more taxes and voting for the new initiative.
• Reflect on why making a decision between two alternatives is likely to create some dissonance. Think about how "spreading the alternatives"—adjusting attitudes so they are more favorable toward the chosen alternative and less favorable toward the rejected alternative—reduces dissonance. Consider what type of decision would create the greatest amount of discomfort and need to "spread the alternatives."
• Consider why working hard to achieve a goal can cause you to experience cognitive dissonance. What do you think causes more dissonance: working hard and achieving the goal, or working hard but failing to achieve the goal? The key to answering this question is to identify the inconsistent cognitions that lead you to justify your efforts.
• Think about whether you "feel" aroused and uncomfortable when your behavior is discrepant from your beliefs. Does your experience match what the research says about the experience of dissonance?
• Consider whether aversive consequences are critical for you to experience dissonance, or whether dissonance is greatest when your behavior is inconsistent with an important self-view, such as being an intelligent or moral person. Also consider whether you know anyone that does not seem to ever experience dissonance, and what it is about the person that "insulates" him/her from feeling discomfort when behavior is inconsistent with attitudes and beliefs.
• Finally, reflect on how culture may influence the experience of dissonance and how the behavior of others can cause you to feel vicarious dissonance.
With these thoughts in mind: APA style format, No Plagiarism and must be cited with references. Assignment must be done according to course rubric. Thank you
Write 1 page brief description of a time when you experienced cognitive dissonance as a result of making a difficult decision, saying something that you did not believe, or working hard for nothing. Identify the inconsistent cognitions that were the source for your discomfort and explain how you reduced the dissonance. Using either a cultural or personality analysis, describe the type of person who might not have experienced dissonance in this situation. Finally, describe how you think you can avoid justifying a discrepant act and instead learn from your "mistake."
Be sure to support your postings and responses with specific references to the Learning Resources. Reference: • Reading Course Text: Persuasion: Psychological Insights and Perspectives Chapter 4, "Actions and Attitudes" (pp. 63–79)
Article: Stone, J., Aronson, E., Crain, A. L., Winslow, M. P., & Fried, C. B. (1994). Inducing hypocrisy as a means of encouraging young adults to use condoms. Personality and Social Psychology Bulletin, 20(1), 116–128. Available here
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