Description
- Conduct a needs assessment.
- Evaluate the different design processes for instruction.
- Evaluate types of instructional strategies and modalities for delivery.
- Create a technology-based project that addresses a learning need.
You demonstrated your mastery through the weekly discussions and assignments.
Now, you have an opportunity to share with the instructor and your class peers
about how that learning is influencing you in your current workplace and/or
preparing you for the future workplace you desire and to discuss things you
would still like to explore about the course topics.
- First, in your initial post, reflect in a paragraph or two about your learning from this course as it relates to the four course learning outcomes stated above, which are also on our Syllabus. In your post, state how the course learning is assisting you in your current workplace using specific examples and/or explains how the course has prepared you for success in your desired workplace.
- Second, reflecting on all you have learned these past six weeks, create a detailed list of three-to-five things you would still like to learn about from this course. Ensure each list item include a description to assist your peers and instructor in offering you guidance on how to achieve further development in the areas you are still interested in learning more about related to instructional design and delivery.
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Most Popular Content
Popular Music
This is not a research paper; you may not conduct outside research. Consult your own lecture notes and discussion notes, i ...
Popular Music
This is not a research paper; you may not conduct outside research. Consult your own lecture notes and discussion notes, in addition to the class readings and Spotify playlists at <nickrubin>Include in-text citations for facts and ideas you borrow from readings, lectures and discussions. Include author and page number for readings, instructor and date for lectures and discussions. (There is no need to provide a full bibliographical record, because you will only be using material from class.)Your two responses should be 1100-1200 words each. Finals totaling an excess of 2500 words will be penalized. Please double-space, and use 12-point font with standard margins.Your responses will be assessed according to the clarity of your argument, your use of supporting evidence, and your use of rich musical description where apt. The best answers will pull on all the course material to support a compelling and original argument. Please make sure your responses do not significantly overlap.Choose and respond to TWO of the following three prompts.1. INDUSTRY: Since its inception in the late 19th century, the popular music industry has undergone myriad changes in response to technological, demographic, legal, economic, and artistic trends. Choose two or three critical moments of change within the music business – assess the causes as well as the strategic responses and outcomes, and evaluate the effects on various corners of popular music culture.2. TECHNOLOGY: Popular music – as an artistic endeavor, a business, and a form of entertainment – depends on technology for its production, distribution, and consumption. Choose two or three technological innovations that have changed the creative practices and cultural impact of popular music. Assess these changes in the historical context, and evaluate the effects of these changes on various corners of popular music culture. 3. AUTHENTICITY: During our historical examination of popular music culture this semester, we have witnessed many explicit and implicit claims to (or denials of) authenticity. Chose two or three examples of music we have encountered that have been deemed authentic or inauthentic. Assess the arguments for such claims; the meaning of such claims in the historical context; and the social, cultural, industrial, and/or artistic effects of such claims.
LE 300J Park University Serial Killers Portrayed in The Media Essay
EssayYour first research essay should be a fully completed work of 5 pages. Your topic may be related to the development o ...
LE 300J Park University Serial Killers Portrayed in The Media Essay
EssayYour first research essay should be a fully completed work of 5 pages. Your topic may be related to the development of any idea that has already been expressed as part of the course; your thesis should be a synthesis of carefully documented research and critical analysis of this topic. The essay should incorporate the general parts of an academic essay—an introduction and thesis, a body of specific evidence/support/analysis, and a conclusion that emphasizes the answers to questions you may have asked within your research.Your writing should address the Core Learning Outcomes of the course and the Instructor Specific Learning Outcomes, as specified on the syllabus. I have included them here for your convenience:Analyze the disciplinary content in its own context and in relationship to the issues, questions, and positions of other disciplines.Compare and contrast differences and similarities among the disciplines in terms of central concerns, values, methodologies, and relationships to public life.Synthesize diverse perspectives to achieve an interdisciplinary understanding.Analyze the relationships among academic knowledge, professional work, and the responsibilities of local and global citizenship.Interpret and critique the possible “real world” connections or behaviors associated with the viewing or playing of media violence.Instructor Learning OutcomesIdentify, discuss and critique the representations of serial killers as heroes, celebrities, and icons in modern media forms. Explain the characteristics of the media forms, genres, and methods for each subject.Describe and analyze the popular culture forms that encourage audience identification or participation through violence or vicarious experience.Evaluate multiple perspectives, modes of inquiry and expression, and processes for decision-making in the disciplines.SpecificsYour essay should conform to the MLA format for citations within the text and in your works cited. Therefore, your writing should be double-spaced, with one-inch margins, in a 10-12-pitch font. The grading of this essay will be based upon the objective skills we have focused upon in our course lectures and discussions—incorporating your research sources seamlessly within your own writing, building upon your skills as a “close-reading” expert and analysis of your topic, and answering the larger questions about “why” we are studying serial killers as heroes (as well as, “why” your topic is popular? important? significant? worthy of study? definitive of its audience?)ResourcesYou should carefully construct your essay by looking at the examples we have studied within our course—the popular culture essays that have been part of your reading assignments, our in-class examples, and the writing process that has been investigated in our class assignments (Discussion Postings, etc).MLAAPA (Links to an external site.)RubricLE 300: Integrative and Interdisciplinary Learning CapstoneLE 300: Integrative and Interdisciplinary Learning CapstoneCriteriaRatingsPts This criterion is linked to a Learning OutcomeLE Integrative 1: Insightful QuestioningRubric Description: Accomplished (Capstone): Asks meaningful questions that show an understanding of the need for an interdisciplinary approach to solving a complex problem. Competent (Second Milestone): Asks questions about complex problems that show an attempt to understand and solve the problem from a single disciplinary perspective. Developing (First Milestone): Asks surface-level questions about complex problems. Beginning (Benchmark): Acknowledges that problems are complex without being able to pose surface-level questions about them. Not Applicable: Not applicable to this assignment.threshold: 3.0 pts4 ptsAccomplished (Capstone)3 ptsCompetent (Second Milestone)2 ptsDeveloping (First Milestone)1 ptsBeginning (Benchmark)0 ptsNot Applicable-- This criterion is linked to a Learning OutcomeLE Integrative 2: Gathering information from multiple disciplinesRubric Description: Accomplished (Capstone): Assembles intentionally focused, relevant information from multiple reputable sources (or using disciplinary methods) from multiple disciplines. Competent (Second Milestone): Assembles relevant information from multiple, different reputable disciplinary sources or using disciplinary methods. Developing (First Milestone): Assembles tangentially related information from sources or methods from different disciplines. Beginning (Benchmark): Finds disconnected information from sources or methods without acknowledgement of their disciplinary origin or reputability. Not Applicable: Not applicable to this assignment.threshold: 3.0 pts4 ptsAccomplished (Capstone)3 ptsCompetent (Second Milestone)2 ptsDeveloping (First Milestone)1 ptsBeginning (Benchmark)0 ptsNot Applicable-- This criterion is linked to a Learning OutcomeLE Integrative 3: Analysis of patterns and connections from disciplinesRubric Description: Accomplished (Capstone): Organizes and synthesizes evidence from multiple disciplines to reveal insightful patterns, differences, or similarities related to the problem the student is analyzing. Competent (Second Milestone): Organizes evidence from one or more disciplines to reveal important patterns, differences, or similarities related to the problem the student is analyzing. Developing (First Milestone): Organizes evidence from at least one discipline, but the organization is not effective in revealing important patterns, differences, or similarities. Beginning (Benchmark): Lists evidence, but it is not organized and/ or is unrelated to focus. Not Applicable: Not applicable to this assignment.threshold: 3.0 pts4 ptsAccomplished (Capstone)3 ptsCompetent (Second Milestone)2 ptsDeveloping (First Milestone)1 ptsBeginning (Benchmark)0 ptsNot Applicable-- This criterion is linked to a Learning OutcomeLE Integrative 4: Synthesizing Disciplinary PerspectivesRubric Description: Accomplished (Capstone): Independently creates holistic understandings or frameworks out of multiple parts (synthesizes) or draws conclusions by combining examples, facts, or theories from more than one field of study or perspective. Competent (Second Milestone): Independently compares, contrasts, and connects examples, facts, or theories from more than one field of study or perspective. Developing (First Milestone): When prompted, compares and contrasts examples, facts, or theories from more than one field of study or perspective. Beginning (Benchmark): When prompted, presents examples, facts, or theories from more than one field of study or perspective. Not Applicable: Not applicable to this assignment.threshold: 3.0 pts4 ptsAccomplished (Capstone)3 ptsCompetent (Second Milestone)2 ptsDeveloping (First Milestone)1 ptsBeginning (Benchmark)0 ptsNot Applicable-- This criterion is linked to a Learning OutcomeLE Integrative 5: TransferRubric Description: Accomplished (Capstone): Makes explicit references to previous learning in general education or major and applies that knowledge and those skills to demonstrate comprehension and performance in novel situations in a new and creative way. Competent (Second Milestone): Makes references to previous learning in general education or major and shows evidence of applying that knowledge and those skills to demonstrate comprehension and performance in novel situations. Developing (First Milestone): Makes references to previous learning in general education or major and attempts to apply that knowledge and those skills to demonstrate comprehension and performance in novel situations. Beginning (Benchmark): Makes vague references to previous learning in general education or major but does not apply knowledge and skills to demonstrate comprehension and performance in novel situations. Not Applicable: Not applicable to this assignment.threshold: 3.0 pts4 ptsAccomplished (Capstone)3 ptsCompetent (Second Milestone)2 ptsDeveloping (First Milestone)1 ptsBeginning (Benchmark)0 ptsNot Applicable-- This criterion is linked to a Learning OutcomeLE Integrative 6: Interdisciplinary CollaborationRubric Description: Accomplished (Capstone): Helps the team move forward by articulating the merits of alternative ideas or proposals generated by the team from an interdisciplinary perspective. Competent (Second Milestone): Offers alternative solutions or courses of action from student’s discipline (or an interdisciplinary perspective) that build on the ideas of others. Developing (First Milestone): Offers new suggestions from the student’s discipline to advance the work of the group. Beginning (Benchmark): Shares ideas but does not advance the work of the group. Not Applicable: Not applicable to this assignment.threshold: 3.0 pts4 ptsAccomplished (Capstone)3 ptsCompetent (Second Milestone)2 ptsDeveloping (First Milestone)1 ptsBeginning (Benchmark)0 ptsNot Applicable--Total Points: 0PreviousNext
6 pages
Initial Project Proposal
According to Turner (2014), project management is the practice of managing the work of a team to achieve specified goals w ...
Initial Project Proposal
According to Turner (2014), project management is the practice of managing the work of a team to achieve specified goals within a specified time ...
Diversity Profile Week 2
Reflective Journal: Who Am I?---The Journey ContinuesLast week, recognizing that diversity is represented by your unique s ...
Diversity Profile Week 2
Reflective Journal: Who Am I?---The Journey ContinuesLast week, recognizing that diversity is represented by your unique social identities, you began to create a "Diversity Profile." You created a list of words and phrases that represent your current social identities. You also articulated three professional goals based on your aspirations related to the study of diversity. This week, reflect specifically on what you learned about power and dominant cultures, about family cultures and cultural dynamics. Ask yourself: In what ways have experiences with any or all of these contributed to who I am today?Title this assignment: Diversity Profile---Week 2 and complete the following:In response to the question "Who am I," add three new insights about:Your personal experiences with power and the power structure inherent in dominant culturesConnections you discern between your family culture and dominant culture(s), including an assessment of the ways in which you are/are not a part of a dominant cultureConsequences, if any, of experiences with cultural discontinuity in your own life or in the lives of members of your familyReview the list you created for your "Diversity Profile" last week with this week’s insights in mind. Then decide if the words and phrases you used to describe your social identities are still adequate. Change, delete, add to, or keep the list as is.
3 pages
Grammar Test.edited
In the conversation of the three people trying to extract clear and the truth related to physical terms, a method of turn- ...
Grammar Test.edited
In the conversation of the three people trying to extract clear and the truth related to physical terms, a method of turn-taking is applied. It is ...
Directions and Control of the Covid19 Pandemic Discussion
I choose this essay is talk about covid-19this is about rules The scale and scope of the issueCauses, symptoms, and driver ...
Directions and Control of the Covid19 Pandemic Discussion
I choose this essay is talk about covid-19this is about rules The scale and scope of the issueCauses, symptoms, and drivers of the issue (data and stories)Identification of related issuesActions by government, groups, enterprise, and the public to address the issue.The effectiveness and limitations of these actionsForming (realistic and specific) recommendations for governance, individual and collective action, and effective public service. (Special attention should be placed on effective public service and principles of self-governance and how individuals/populations affected can have a stronger voice in developing solutions)
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Most Popular Content
Popular Music
This is not a research paper; you may not conduct outside research. Consult your own lecture notes and discussion notes, i ...
Popular Music
This is not a research paper; you may not conduct outside research. Consult your own lecture notes and discussion notes, in addition to the class readings and Spotify playlists at <nickrubin>Include in-text citations for facts and ideas you borrow from readings, lectures and discussions. Include author and page number for readings, instructor and date for lectures and discussions. (There is no need to provide a full bibliographical record, because you will only be using material from class.)Your two responses should be 1100-1200 words each. Finals totaling an excess of 2500 words will be penalized. Please double-space, and use 12-point font with standard margins.Your responses will be assessed according to the clarity of your argument, your use of supporting evidence, and your use of rich musical description where apt. The best answers will pull on all the course material to support a compelling and original argument. Please make sure your responses do not significantly overlap.Choose and respond to TWO of the following three prompts.1. INDUSTRY: Since its inception in the late 19th century, the popular music industry has undergone myriad changes in response to technological, demographic, legal, economic, and artistic trends. Choose two or three critical moments of change within the music business – assess the causes as well as the strategic responses and outcomes, and evaluate the effects on various corners of popular music culture.2. TECHNOLOGY: Popular music – as an artistic endeavor, a business, and a form of entertainment – depends on technology for its production, distribution, and consumption. Choose two or three technological innovations that have changed the creative practices and cultural impact of popular music. Assess these changes in the historical context, and evaluate the effects of these changes on various corners of popular music culture. 3. AUTHENTICITY: During our historical examination of popular music culture this semester, we have witnessed many explicit and implicit claims to (or denials of) authenticity. Chose two or three examples of music we have encountered that have been deemed authentic or inauthentic. Assess the arguments for such claims; the meaning of such claims in the historical context; and the social, cultural, industrial, and/or artistic effects of such claims.
LE 300J Park University Serial Killers Portrayed in The Media Essay
EssayYour first research essay should be a fully completed work of 5 pages. Your topic may be related to the development o ...
LE 300J Park University Serial Killers Portrayed in The Media Essay
EssayYour first research essay should be a fully completed work of 5 pages. Your topic may be related to the development of any idea that has already been expressed as part of the course; your thesis should be a synthesis of carefully documented research and critical analysis of this topic. The essay should incorporate the general parts of an academic essay—an introduction and thesis, a body of specific evidence/support/analysis, and a conclusion that emphasizes the answers to questions you may have asked within your research.Your writing should address the Core Learning Outcomes of the course and the Instructor Specific Learning Outcomes, as specified on the syllabus. I have included them here for your convenience:Analyze the disciplinary content in its own context and in relationship to the issues, questions, and positions of other disciplines.Compare and contrast differences and similarities among the disciplines in terms of central concerns, values, methodologies, and relationships to public life.Synthesize diverse perspectives to achieve an interdisciplinary understanding.Analyze the relationships among academic knowledge, professional work, and the responsibilities of local and global citizenship.Interpret and critique the possible “real world” connections or behaviors associated with the viewing or playing of media violence.Instructor Learning OutcomesIdentify, discuss and critique the representations of serial killers as heroes, celebrities, and icons in modern media forms. Explain the characteristics of the media forms, genres, and methods for each subject.Describe and analyze the popular culture forms that encourage audience identification or participation through violence or vicarious experience.Evaluate multiple perspectives, modes of inquiry and expression, and processes for decision-making in the disciplines.SpecificsYour essay should conform to the MLA format for citations within the text and in your works cited. Therefore, your writing should be double-spaced, with one-inch margins, in a 10-12-pitch font. The grading of this essay will be based upon the objective skills we have focused upon in our course lectures and discussions—incorporating your research sources seamlessly within your own writing, building upon your skills as a “close-reading” expert and analysis of your topic, and answering the larger questions about “why” we are studying serial killers as heroes (as well as, “why” your topic is popular? important? significant? worthy of study? definitive of its audience?)ResourcesYou should carefully construct your essay by looking at the examples we have studied within our course—the popular culture essays that have been part of your reading assignments, our in-class examples, and the writing process that has been investigated in our class assignments (Discussion Postings, etc).MLAAPA (Links to an external site.)RubricLE 300: Integrative and Interdisciplinary Learning CapstoneLE 300: Integrative and Interdisciplinary Learning CapstoneCriteriaRatingsPts This criterion is linked to a Learning OutcomeLE Integrative 1: Insightful QuestioningRubric Description: Accomplished (Capstone): Asks meaningful questions that show an understanding of the need for an interdisciplinary approach to solving a complex problem. Competent (Second Milestone): Asks questions about complex problems that show an attempt to understand and solve the problem from a single disciplinary perspective. Developing (First Milestone): Asks surface-level questions about complex problems. Beginning (Benchmark): Acknowledges that problems are complex without being able to pose surface-level questions about them. Not Applicable: Not applicable to this assignment.threshold: 3.0 pts4 ptsAccomplished (Capstone)3 ptsCompetent (Second Milestone)2 ptsDeveloping (First Milestone)1 ptsBeginning (Benchmark)0 ptsNot Applicable-- This criterion is linked to a Learning OutcomeLE Integrative 2: Gathering information from multiple disciplinesRubric Description: Accomplished (Capstone): Assembles intentionally focused, relevant information from multiple reputable sources (or using disciplinary methods) from multiple disciplines. Competent (Second Milestone): Assembles relevant information from multiple, different reputable disciplinary sources or using disciplinary methods. Developing (First Milestone): Assembles tangentially related information from sources or methods from different disciplines. Beginning (Benchmark): Finds disconnected information from sources or methods without acknowledgement of their disciplinary origin or reputability. Not Applicable: Not applicable to this assignment.threshold: 3.0 pts4 ptsAccomplished (Capstone)3 ptsCompetent (Second Milestone)2 ptsDeveloping (First Milestone)1 ptsBeginning (Benchmark)0 ptsNot Applicable-- This criterion is linked to a Learning OutcomeLE Integrative 3: Analysis of patterns and connections from disciplinesRubric Description: Accomplished (Capstone): Organizes and synthesizes evidence from multiple disciplines to reveal insightful patterns, differences, or similarities related to the problem the student is analyzing. Competent (Second Milestone): Organizes evidence from one or more disciplines to reveal important patterns, differences, or similarities related to the problem the student is analyzing. Developing (First Milestone): Organizes evidence from at least one discipline, but the organization is not effective in revealing important patterns, differences, or similarities. Beginning (Benchmark): Lists evidence, but it is not organized and/ or is unrelated to focus. Not Applicable: Not applicable to this assignment.threshold: 3.0 pts4 ptsAccomplished (Capstone)3 ptsCompetent (Second Milestone)2 ptsDeveloping (First Milestone)1 ptsBeginning (Benchmark)0 ptsNot Applicable-- This criterion is linked to a Learning OutcomeLE Integrative 4: Synthesizing Disciplinary PerspectivesRubric Description: Accomplished (Capstone): Independently creates holistic understandings or frameworks out of multiple parts (synthesizes) or draws conclusions by combining examples, facts, or theories from more than one field of study or perspective. Competent (Second Milestone): Independently compares, contrasts, and connects examples, facts, or theories from more than one field of study or perspective. Developing (First Milestone): When prompted, compares and contrasts examples, facts, or theories from more than one field of study or perspective. Beginning (Benchmark): When prompted, presents examples, facts, or theories from more than one field of study or perspective. Not Applicable: Not applicable to this assignment.threshold: 3.0 pts4 ptsAccomplished (Capstone)3 ptsCompetent (Second Milestone)2 ptsDeveloping (First Milestone)1 ptsBeginning (Benchmark)0 ptsNot Applicable-- This criterion is linked to a Learning OutcomeLE Integrative 5: TransferRubric Description: Accomplished (Capstone): Makes explicit references to previous learning in general education or major and applies that knowledge and those skills to demonstrate comprehension and performance in novel situations in a new and creative way. Competent (Second Milestone): Makes references to previous learning in general education or major and shows evidence of applying that knowledge and those skills to demonstrate comprehension and performance in novel situations. Developing (First Milestone): Makes references to previous learning in general education or major and attempts to apply that knowledge and those skills to demonstrate comprehension and performance in novel situations. Beginning (Benchmark): Makes vague references to previous learning in general education or major but does not apply knowledge and skills to demonstrate comprehension and performance in novel situations. Not Applicable: Not applicable to this assignment.threshold: 3.0 pts4 ptsAccomplished (Capstone)3 ptsCompetent (Second Milestone)2 ptsDeveloping (First Milestone)1 ptsBeginning (Benchmark)0 ptsNot Applicable-- This criterion is linked to a Learning OutcomeLE Integrative 6: Interdisciplinary CollaborationRubric Description: Accomplished (Capstone): Helps the team move forward by articulating the merits of alternative ideas or proposals generated by the team from an interdisciplinary perspective. Competent (Second Milestone): Offers alternative solutions or courses of action from student’s discipline (or an interdisciplinary perspective) that build on the ideas of others. Developing (First Milestone): Offers new suggestions from the student’s discipline to advance the work of the group. Beginning (Benchmark): Shares ideas but does not advance the work of the group. Not Applicable: Not applicable to this assignment.threshold: 3.0 pts4 ptsAccomplished (Capstone)3 ptsCompetent (Second Milestone)2 ptsDeveloping (First Milestone)1 ptsBeginning (Benchmark)0 ptsNot Applicable--Total Points: 0PreviousNext
6 pages
Initial Project Proposal
According to Turner (2014), project management is the practice of managing the work of a team to achieve specified goals w ...
Initial Project Proposal
According to Turner (2014), project management is the practice of managing the work of a team to achieve specified goals within a specified time ...
Diversity Profile Week 2
Reflective Journal: Who Am I?---The Journey ContinuesLast week, recognizing that diversity is represented by your unique s ...
Diversity Profile Week 2
Reflective Journal: Who Am I?---The Journey ContinuesLast week, recognizing that diversity is represented by your unique social identities, you began to create a "Diversity Profile." You created a list of words and phrases that represent your current social identities. You also articulated three professional goals based on your aspirations related to the study of diversity. This week, reflect specifically on what you learned about power and dominant cultures, about family cultures and cultural dynamics. Ask yourself: In what ways have experiences with any or all of these contributed to who I am today?Title this assignment: Diversity Profile---Week 2 and complete the following:In response to the question "Who am I," add three new insights about:Your personal experiences with power and the power structure inherent in dominant culturesConnections you discern between your family culture and dominant culture(s), including an assessment of the ways in which you are/are not a part of a dominant cultureConsequences, if any, of experiences with cultural discontinuity in your own life or in the lives of members of your familyReview the list you created for your "Diversity Profile" last week with this week’s insights in mind. Then decide if the words and phrases you used to describe your social identities are still adequate. Change, delete, add to, or keep the list as is.
3 pages
Grammar Test.edited
In the conversation of the three people trying to extract clear and the truth related to physical terms, a method of turn- ...
Grammar Test.edited
In the conversation of the three people trying to extract clear and the truth related to physical terms, a method of turn-taking is applied. It is ...
Directions and Control of the Covid19 Pandemic Discussion
I choose this essay is talk about covid-19this is about rules The scale and scope of the issueCauses, symptoms, and driver ...
Directions and Control of the Covid19 Pandemic Discussion
I choose this essay is talk about covid-19this is about rules The scale and scope of the issueCauses, symptoms, and drivers of the issue (data and stories)Identification of related issuesActions by government, groups, enterprise, and the public to address the issue.The effectiveness and limitations of these actionsForming (realistic and specific) recommendations for governance, individual and collective action, and effective public service. (Special attention should be placed on effective public service and principles of self-governance and how individuals/populations affected can have a stronger voice in developing solutions)
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