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NUR670: Week1 Assignment Page: ADDIE: Analysis: Needs Assessment and Predesign

 

This week, you will start your online course development project.

  1. Complete the analysis phase of the ADDIE instructional design model.
  2. Begin to create content in your course.
  3. Participate in the Wiki Activity.

The assignment components will be graded on content, organization, presentation, writing mechanics, and correct APA formatting.

NUR670: Week1 Assignment Page 1

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Assignment Title: ADDIE: Analysis: Needs Assessment and Predesign

Assignment Overview: In this class, you will practice with some very basic instructional design

strategies by creating a course in the Moodle Learning Management System. This week, you will start

the analysis phase of the project, create your Moodle course, and participate in a Wiki activity. You

will complete your needs assessment using a worksheet based on the ADDIE Instructional Design

Model. We will review the ADDIE model in more depth in Lesson 2, but this website provides a brief

overview of ADDIE to get you started.

Deliverables: Assignments are due on or before Sunday at 12:00 Midnight of week. Submit the

instructional design template as an attachment using the file name protocol NUR670 Week 1_last

name

Assignment Details: There are three components to this week’s assignment. Be sure to address

each one in the required format.

1. Start the analysis phase of the ADDIE instructional design model using the attached

Instructional Design Worksheet. You will add to this document each week as you create your

course.

2. Check your student email for instructions for logging on to your Moodle course shell. Become

familiar with the LMS and how things work. Look at the Moodle instruction document and the

tutorials.

• Create a faculty profile with background information, teaching philosophy, and photo.

• Put your course description and learning outcomes in the Getting Started description area.

• Find an image that represents your course content and upload it to your course home

page.

3. Wiki Post (on Canvas): Canvas does not have an actual Wiki tool, but we will use the “pages”

feature to create a common document. Find an interesting educational technology tool not

covered in the Week 1 Lesson and share it on the Wiki Page. Provide an overview of the tool

and suggest at least two ways you and/or your students could use this tool in a classroom

activity or out of class assignment. Be specific. Start your entry with the name of the tool and

your name. Upload an image that represents the tool. Resize it to no more than 150 X 150.

Make it appear to the right of your title, flush right alignment. A sample entry is provided at the

top of the page. Do not select a simulation program. We will cover simulation later. Read

the lesson to see examples of technology tools.

Grading: All three components are graded in one rubric associated with the Week 1 Assignment. Be

sure that you complete all activities in the assignment. Read the rubric carefully. The assignment

components will be graded on content, organization, presentation, writing mechanics, and correct

APA formatting.

,

1

Week 1: ADDIE Analysis Phase

Pre-Design Phase (see Billings, Chapter 10)

Needs Assessment: Describe an educational need you could address by offering a three-week blended/hybrid course of study. This means that there are online and in-person components. At least 50% of your course must be delivered online. This could be content in a nursing program, or it can address a need you have identified where you work. Do not create a course for patients or the general public. It must be for nursing students or nurses. Address the following:

What do you hope to accomplish by offering this training?

Learner Analysis: Describe your potential learners (what are the likely characteristics of your intended audience?). Address each area below.

Age Range

Culture/Ethnicity

Education Level

Background Knowledge of the Subject

Computer Proficiency

Motivation to learn

How many students will you enroll in your class at a given time? Why is this an optimal size (provide rationale and cite source)?

What are your time expectations of the learner? How much time should a learner expect spend on this course material each week? Be realistic.

Needs Assessment: What kind of financial and technological support will you need and from whom?

What hardware/software must the instructor and learner have?

Is there a book or any type of additional learning materials that must be purchased by the student? If not, what resources will be provided?

Course Preparation

Title: What is the title of your course?

Course Description: Write a 4-5 sentence course description (look at the course description for this or previous courses for examples).

Course Outcomes: Write three course level outcomes using correct format. Outcomes should be specific, measurable, achievable, relevant, and time sensitive (see SMART goals). Each Outcome should represent one of Bloom’s learning domains (cognitive, affective, psychomotor). You should have one of each type. See Billings, Chapter 10. Use the stages, verbs, etc. associated with each as described in your text. You can add an additional objective if desired, but no more than five.

Keep in mind that course outcomes are general and represent what you hope the student will accomplish by the end of the course . Don’t make them too specific. Find and use a reference on learning/course outcomes to use as a reference. Cite the source.

Course Objective

Learning Domain

Bloom’s Level

1.

2.

3.

Create in Moodle

· Give your course a title.

· Add your course description and outcomes in the title description/summary box.

· Upload a course image.

· Create your faculty profile with background information and a photo. Include your philosophy of teaching/learning in the description.

References for Week 1: List all references used here in APA format.

Week 2: ADDIE Analysis Phase: Organizing the Course

Now you will begin to plan and organize your course. Creating a course requires much planning and many decisions. This next section will help you make those decisions. Cite your sources!

Chapter 10 will help you answer the following questions.

What types of structured and unstructured activities do you envision and why?

What types of active and passive learning activities do you envision and why?

Write a paragraph explaining your expectations of the students/class norms.

Chapters 20 and 21 will help you answer the following questions.

Think about how you will divide the course between online and on campus activities? You do not have to provide details here. That will come later, but in general, consider how you will divide the time. Think this through and explain your reasoning below.

Will the online component have synchronous, asynchronous or both types of activities? Give a few examples and provide your rationales.

What will the in-person component involve?

What do you see as your role as the faculty member teaching this content?

Course Structure: Your course will be offered over three weeks, but you will need four sections on Moodle. One of these will be titled “Getting Started.” This will provide introductory material for the student. You will also have a section for each week. Over the next few weeks, you will design and create your content. Before you can do this, you must identify your weekly objectives and topical outline for each week. You will do this below and then transfer it to Moodle.

Assignment

Write two or three student learning objectives for each week (minimum 2 per week). Identify the learning domain (cognitive, affective, psychomotor) and Bloom’s taxonomy level (review from last week and use Billings, Chapter 10). Use these newer terms, not the original taxonomy that you might see online. Do some research on these if needed. Write a brief bulleted topical outline for the week (no more than 5 topics) that lists the content you will cover.

Notes:

· Assume the objectives are to be met at the end of the week. Start your objective with a verb that is consistent with your Bloom’s Taxonomy level and learning domain.

· If you see the word “and” in your objective, you actually have two objectives. Write the part after “and” as a separate objective.

· You do not have to include all three learning domains every week, but each should be represented over the three weeks because your course outcomes include one of each. In the last column, identify by number the course outcome the objective addresses.

· You can have more than two objectives, but that is all that is required each week.

· You only need to list the course objective number in the last column. No need to write it out.

Week #1

By the end of week 1, the student will:

Weekly Learning Objectives

Learning Domain

Bloom’s

Level

Related course outcome

Topical Outline:

Week #2

By the end of week 2, the student will:

Weekly Learning Objectives

Learning Domain

Bloom’s

Level

Related course outcome

Topical Outline:

Week #3

Topical Outline:

By the end of week 3, the student will:

Weekly Learning Objectives

Learning Domain

Bloom’s

Level

Related course outcome

Create in Moodle

· Add descriptors to the Week 1, Week 2, and Week 3 titles (e.g., Week 1: introduction to the Nursing Process).

· Add your learning objectives and content outline to the corresponding weekly sections.

· Embed your welcome video into the Getting Started folder.

References for Week 2: List all references used here in APA format.

Week 3: ADDIE Design and Development Phases

Now you will create the basic design of your course. This phase will take a good bit of thought on your part. Plan the types of learning activities you will develop to meet your weekly learning objectives. Each week must include, at a minimum , three different resources (i.e. lecture, readings, videos), one collaborative activity (i.e. discussion, wiki, group project, online meeting), and two assessment methods (i.e. paper, test, journal).

Notes:

· Change things up each week and use different tech tools that might include blogs, wiki’s, presentations, videos etc. Don’t just say you will do a discussion each week. Get creative.

· Keep in mind that you are addressing specific learning objective. Your content and learning strategies should match the objectives and topical outline.

· Copy the objectives from week 2 of this worksheet. Then, describe the content, format, and rationale for each learning activity you list below.

· Ask yourself if you are addressing and measuring your objectives. If not, add additional activities.

· Your activities should be above and beyond anything I assigned in the lesson plan assignments.

Week #1

List Week 1 Learning Objectives:

Describe activities that will address and measure those objectives.

Resources (3): Include the format and content (e.g., article on cardiac pathophysiology, PowerPoint on EKG interpretation)

Collaborative activities (1 or more): Include format and content (e.g., case study, discussion on a heart failure)

Assessment Methods (1 or more): Include format and content (e.g., return demonstration on EKG lead placement, quiz over heart failure

Week #2

List Week 2 Learning Objectives:

Describe activities that will address and measure those objectives.

Resources (3):

Collaborative activities (1 or more):

Assessment Methods (1 or more):

Week #3

List Learning Objectives:

Describe activities that will address and measure those objectives.

Resources (3):

Collaborative activities (1 or more):

Assessment Methods (1 or more):

Explain your rationales for the choices you made above. Use your books and additional references to support these choices.

Lesson Plan Activity #1: Video Conference

Although the phrase, “lesson planning” is more commonly used in secondary education, nursing faculty also plan student learning activities. For this assignment, you will develop a lesson plan, creating an activity in which you will interact with the students by video conference. Select the conferencing technology of your choice (e.g., Zoom, Collaborate, Skype, FaceTime, Google Hangouts).

Please complete the lesson plan template below to describe and support your plan with documentation. Do not put this chart on Moodle but do create this as a learning activity in Week 1.

Instructions

Provide Your Answer and Rationale Here

What is the purpose of the video conference?

What are the benefits of a live synchronous session?

What student learning theory supports this choice and why?

Briefly describe the video conferencing tool you select. Why did you choose this one?

What technology and instructions do the students need to participate in this activity?

Create in Moodle

· Once you have planned out your course, go to Moodle and build it. You do not have to create all of the content for each item, just create the placeholder. For example, add a quiz, give it a title, an explanation (what it covers), and directions (i.e., open book, timed etc.), but don’t write the questions. Add a Power Point, give it a title and description, but don’t write the content. Select the correct tool on Moodle when creating the placeholders.

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