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Graduate Programs Discussion Boards

Discussion Boards (DB) are a key component of online learning. They foster active participation of learners and dialog with fellow learners and instructors. Graduate-level courses require learners to create original posts to course DBs and to engage in dialogue by responding to posts created by others throughout the course. Original posts and responses should be substantive, and if references are made to the works of others, APA guidelines for in-text citations and references apply.

More on DBs

At the end of each unit, DB participation is assessed based on level of engagement and the quality of the contribution to the discussion. DBs allow learners to learn through sharing ideas and experiences as they relate to course content. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB are accepted after the end of the unit. Learners must demonstrate an appropriate depth of understanding of course content to receive credit for having submitted substantive posts. Typically, this is achieved with 3–4 strong paragraphs for Main Posts and 2–3 strong paragraphs for Response Posts.

Deliverable Specifics

Part 1

This assignment lets you begin practical consideration of concepts of education and training.

• From your experience, select and narrow a course topic and target audience. Think about a 1-hour course session, or plan for students to study and work for about 1 hour, if self-directed. Create a brief statement of key information, based on your knowledge of the topic, the audience, any problem or opportunity that might be addressed in the course, and the learning environment.
• Create at least 2 correctly written terminal performance objectives, using the ABCD Model approach, that your learners will be expected to meet during the course. Note: Review the Quick Reference Guide to Developing Cognitive Learning Objectives.
• Discuss the advantages and difficulties in using terminal performance objectives that address the affective domain, rather than the cognitive domain.

Part 2

Using the learning event created in Part One as a foundation, address the following questions:

• Discuss at least 3 ways in which you can use the competency-based learning and ADDIE model to create your instructional design project.
• Explain how you would use Gagne’s 9 events of instruction with an adult audience, in a face-to-face setting, and compare and contrast your methodology with the use of the model with a group of online high school students.
• What data do you want to study to tell you the effectiveness of an eighth-grade class? Why?
• What data do you want to study to tell you the effectiveness of a training program for first-line supervisors? Why?

In your own words, post a substantive response to the Discussion Board question(s) and comment on other postings. Your response should address the DB question(s) and move the conversation forward. You will be graded on the quality of your postings, including mastery of the concept as well as critical thinking. If asked for your opinion, do not simply state that it is a good or bad idea; elaborate on your reasons and argument. Include enough detail to substantiate your thinking as well as your position on the questions or comments.

For assistance with your assignment, please use your text, Web resources, and all course materials.

Your assignment will be graded in accordance with the following criteria: Grading Rubric.