When you click on the plus sign each question will be revealed. There are multiple choice, multi-answer multiple choice, and ‘thinking\/reflective questions for which you jot down a few notes then check them against the considerations offered. This quiz is self-graded, meaning only you will see the results. After you complete each question a dialog box will be revealed that (hopefully) explains the rationale behind each question. Take the time to absorb your choice and the feedback. When you are done post in the Drop Box on Canvas a reflective self-evaluative statement as outlined on the assignment checklist.<\/h3>\n

<\/div>
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<\/span>Click for Question 1<\/div>

Which of the following best describe(s) the difference(s) between instructional design and lesson\/learning design?<\/p>\n

Note that there MAY be more than one correct response.<\/strong><\/span><\/p>\n\n\n\n\n\n

<\/td>	The instructional designer is responsible for creating some \"intervention\" to assist in the transition.<\/label> <\/span> This concept is generally left up to the teacher (the pedagogical decision to implement the design)<\/span><\/td>\n<\/tr>\n
<\/td>	An instructional designer is like an engineer whereas a teacher is more like an artist<\/label> True.. many believe teaching is an art. ID involves more structure and is that which is implemented by the teacher who reflects more on specific circumstances as they occur.<\/span> <\/span><\/td>\n<\/tr>\n
<\/td>	Lesson\/learning design and instructional design are essentially the same<\/label> <\/span> Instructional design refers to the systematic and reflective process of translating principles of learning and instruction using instructional materials, activities, information resources, and evaluation. Learning\/lesson design documents and describes a learning activity (or series) in such a way that other teachers can understand it and use it in their own context. It typically includes descriptions of learning tasks, objectives, resources and supports provided by a teacher \r\n<\/span><\/td>\n<\/tr>\n
<\/td>	Instructional design is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences.<\/label> Pedagogy deals with analyzing the actual delivery of a lesson<\/span> <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span> If no specific feedback is offered it may be because you have not selected all the \npossible correct responses<\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 2<\/div> Which of the following best describe(s) the actual tasks involved with instructional design<\/p>\n\n\n\n\n\n\n <\/td> Develops objectives and ensure content matches those objectives<\/label> <\/span> While not specifically one who does the lesson planning an instructional designer must have overall objectives in mind prior to designating a unit of instruction<\/span><\/td>\n<\/tr>\n <\/td> Structures content and activities for student learning<\/label> <\/span> Sometimes this is confused with teaching. This is because often a teacher needs to do both (design and teach).<\/span><\/td>\n<\/tr>\n <\/td> Works with Subject Matter Experts to identify what students need to learn<\/label> <\/span> Normally the instructional designer relies on content experts for content. The designer is the expert in instructional techniques.<\/span><\/td>\n<\/tr>\n <\/td> Adapts instructional materials created for one format\/modality to another (i.e., face to face to hybrid or online).<\/label> <\/span> A teacher generally has one selected for him or her or makes a decision to go with one format <\/span><\/td>\n<\/tr>\n <\/td> Deals only with testing and is not concerned with other forms of assessment.<\/label> Assessment is often more than simple testing.<\/span> A designer is involved with overall assessment..evaluation on the other hand is most often associated with testing <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span> If no specific feedback is offered as to why incorrect it may be because you have not selected all the \npossible correct responses<\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 3<\/div> What is the difference between curriculum design and instructional design? \nNote that there MAY be more than one correct response.<\/strong><\/span><\/p>\n\n\n\n\n\n <\/td> Curriculum focuses on the content where as content is only one aspect of instructional design<\/label> <\/span> Curriculum decisions are often based on same or similar metrics but the design comes into play once the content has been decided upon. <\/span><\/td>\n<\/tr>\n <\/td> Curriculum suggests a relationship among the courses that you are developing.<\/label> <\/span> While the relationship may or may not exist for an instructional designer he or she may only be involved with an individual course. <\/span><\/td>\n<\/tr>\n <\/td> In some circles the differentiation is mostly historical in nature.<\/label> <\/span> This is true.. one can take a traditional view of all of this but it is very healthy to note differences in order to better focus one's efforts. <\/span><\/td>\n<\/tr>\n <\/td> AT FGCU there is a difference in that the C&I degree is mainly focused on providing expertise that is partially defined by specific subject matter.<\/label> <\/span> This is why you see that the concentrations are mostly content based, whereas in Ed tech\/Instructional technology coursework is generally content agnostic.<\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span> If no specific feedback is offered as to why incorrect it may be because you have not selected all the \npossible correct responses<\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 4<\/div> Which of the following best describe the difference(s) between ADDIE and ASSURE frameworks? \nNote that more than one correct answer may apply<\/span><\/strong><\/p>\n\n\n\n\n\n\n <\/td> ASSURE framework deals with instructional materials used to assist teachers in carrying out a proper lesson.<\/label> <\/span> ASSURE focuses more on material selection <\/span><\/td>\n<\/tr>\n <\/td> Some believe they are actually the same thing<\/label> <\/span> While they are based on same questions\/needs, ADDIE is a general design framework that does not specifically deal with materials\/media<\/span><\/td>\n<\/tr>\n <\/td> ASSURE is an instructional framework that helps organize thoughts and create a product for use in the classroom.<\/label> <\/span> ASSURE deals with media selection<\/span><\/td>\n<\/tr>\n <\/td> ASSURE is smaller in scale whereas ADDIE can be used for complete instructional systems design<\/label> <\/span> ASSURE is more lesson focused<\/span><\/td>\n<\/tr>\n <\/td> In both ADDIE and ASSURE evaluation is done at the end<\/label> <\/span> ADDIE actually contains formative components where one can use it intermittently to test out how things are going as the lessons\/instruction is being developed (see rapid Prototyping <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span> If no specific feedback is offered as to why incorrect it may be because you have not selected all the \npossible correct responses<\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 5<\/div> True or False \nE-learning only deals with electronically supported learning and teaching that is networked. <\/p>\n\n\n\n <\/td> This statement is true according to the lesson<\/label> <\/span> Nope! \r\nE-learning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process.<\/span><\/td>\n<\/tr>\n <\/td> According to our readings this statement is false<\/label> Nope! \r\nE-learning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process.<\/span> <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 6<\/div> True or False \nThe concept of blended learning and hybrid learning are essentially the same<\/p>\n\n\n\n <\/td> This statement is False<\/label> <\/span> According to Educause, the terms are the same. \"Blended Learning,\" also refered to as \"Hybrid Learning,\" combines traditional face-to-face classrooom instruction with online learning. EDUCAUSE has a wide range of resources on this expansive topic in various formats. <\/span><\/td>\n<\/tr>\n <\/td> This statement is True<\/label> According to Educause, the terms are the same. \"Blended Learning,\" also referred to as \"Hybrid Learning,\" combines traditional face-to-face classroom instruction with online learning. EDUCAUSE has a wide range of resources on this expansive topic in various formats. <\/span> <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 7<\/div> True or False \nThe pedagogy involved with online and face to face teaching are essentially the same. The delivery platform has no bearing on desiging the instruction<\/p>\n\n\n\n <\/td> This statement is False.<\/label> As seen in the readings there are several considerations that must be taken into account when designing online learning, whether it be totally online of hybrid. This includes the chunking of materials, the interactions of the content with the technology and the training involved to get the instructor up to speed, among other things. <\/span> <\/span><\/td>\n<\/tr>\n <\/td> This statement is True<\/label> <\/span> As seen in the readings there are several considerations that must be taken into account when designing online learning, whether it be totally online of hybrid. This includes the chunking of materials, the interactions of the content with the technology and the training involved to get the instructor up to speed, among other things. <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 8<\/div> According to our readings, which of the following are considered to be key overall elements in determining best outcomes in online (e)learning \nNote the more than one correct answer is possible.<\/p>\n Note that there MAY be more than one correct response.<\/strong><\/span><\/p>\n\n\n\n\n\n\n <\/td> instructor immediacy<\/label> <\/span> <\/span><\/td>\n<\/tr>\n <\/td> social (peer) presence<\/label> <\/span> <\/span><\/td>\n<\/tr>\n <\/td> Quality of the content<\/label> <\/span> Sometimes even great content gets lost when students are not motivated to review the content<\/span><\/td>\n<\/tr>\n <\/td> Quality of the media<\/label> <\/span> Certainly media can play an important role but same as content, it is the social interactions that play the most important role in online learning, according to the research<\/span><\/td>\n<\/tr>\n <\/td> Whether live or archived videos are integrated<\/label> <\/span> Again, it is not the quality or the type of media that is used. Participants in the studies indicated it was the ability to ask questions (social presence and instructor immediacy) that played the most significant role overall.<\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span> If no specific feedback is offered as to why incorrect it may be because you have not selected all the \npossible correct responses<\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 9<\/div> According to our readings, which of the following are included and the three most prevalent learning theory frameworks\u00a0 being taught in most universities today?<\/p>\n Please note that there are more than one possible correct responses<\/span><\/strong><\/p>\n\n\n\n\n\n\n <\/td> Cognitivisim<\/label> <\/span> <\/span><\/td>\n<\/tr>\n <\/td> Behaviorism<\/label> <\/span> <\/span><\/td>\n<\/tr>\n <\/td> Constructivism<\/label> <\/span> <\/span><\/td>\n<\/tr>\n <\/td> Responsivism<\/label> <\/span> This was not included in the list provided in the lesson<\/span><\/td>\n<\/tr>\n <\/td> Creationism<\/label> <\/span> while creationism is a known theory, it does not deal necessarily with instructional design<\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span> Note that if no feedback is provided it MAY be because you have not selected all the correct possible answers<\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 10<\/div> According to our readings, which of the following is better utilized as\u00a0 the basis for instructional design'?<\/p>\n\n\n\n <\/td> A model is a mental picture that helps us understand something we cannot see or experience directly.<\/label> <\/span> <\/span><\/td>\n<\/tr>\n <\/td> A rule is the centerpiece of its own emerging theory because it most clearly defines how something is to be assessed.<\/label> <\/span> While this MAY be true we do not generally deal with rules in instructional design because a designer needs to consider alternatives. A rule assumes that all situations can be predicted in instructional environments and is, therefore, very restrictive. <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 11<\/div> According to the readings, which of the following can be accurately\u00a0 said of behaviorists<\/p>\n Note that there MAY be more than one correct response<\/strong><\/span><\/p>\n\n\n\n\n\n\n\n\n <\/td> Many behaviorists began their work using animals as their subjects.<\/label> There are many similarities between human responses and animal responses. If one investigates these notions , man can be evaluated both on an emotional level and a cognitive one. <\/span> <\/span><\/td>\n<\/tr>\n <\/td> Behaviorism is based mostly on a simple stimulus\/response methodology<\/label> Yes, in the old days the teacher was responsible for providing the stimulus and the student the response. Currently, have you noticed that the teacher is now seemingly being asked to be responsible for both? <\/span> <\/span><\/td>\n<\/tr>\n <\/td> One the stimulus is removed there is a good chance that the correct response will be forgotten<\/label> True again... there are those who dislike this model\/framework for this very reason and is why many believe the rewards system to encourage reading is also flawed. <\/span> <\/span><\/td>\n<\/tr>\n <\/td> It is possible to transfer the stimulus to another method once it has been internalized<\/label> Correct .. referred to as Higher Order Conditioning<\/span> <\/span><\/td>\n<\/tr>\n <\/td> The \"law of effect\" originally stated that when a connection between a stimulus and response is positively rewarded it will be strengthened and when it is negatively rewarded it will be weakened. But later behaviorists began to learn that punishment did not necessarily weaken bonds, and that some seemingly pleasurable consequences do not necessarily motivate performance.<\/label> This is an important consideration when deciding on lesson design and evaluation and feedback. It does not, however, explain the motivation behind video games where being killed off in a shooter game does not dissuade gamers from trying again. The current thinking is it depends on the motivation of the player\/learners that precedes the assessment <\/span> <\/span><\/td>\n<\/tr>\n <\/td> Pavlov has been credited with coining the term \"behaviorism\".<\/label> <\/span> Actually it was Watson, according the the readings. Watson was one of the first Americans to foster the behaviorist line of thinking. <\/span><\/td>\n<\/tr>\n <\/td> Skinner's work differs from that of his predecessors in that he studied operand behavior (voluntary behaviors used in operating on the environment)... one of the earlier ideas on the cross-over between pure emotion and cognitive behaviors<\/label> This is a true statement <\/span> <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span> If you do not receive direct feedback on incorrect responses, it MAY be because you have not selected all possible correct responses<\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 12<\/div> True or False<\/p>\n The original ideas on teaching machines spun out of the behaviorism movement<\/p>\n\n\n\n <\/td> False, the idea of programmed instruction and teaching machines came out of the cognitive movement.<\/label> It was based mostly on operand conditioning and the ideas of Skinner, Pressey and Crowder among others. <\/span> <\/span><\/td>\n<\/tr>\n <\/td> True the idea of programmable instruction was foster by Pressey, Skinner and Crowder among others.<\/label> <\/span> <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 13<\/div> True or False<\/p>\n One of the major reasons that behaviorism fell out of favor was because they were unable to explain certain social behaviors.<\/p>\n\n\n\n <\/td> Not true. Behaviorism never fell out of favor<\/label> <\/span> While this is certainly debatable. History shows us that cognitivism appear to supersede this line of thinking currently.. but everything is a pendulum and behaviorism will most likely make a comeback if it hasn't already <\/span><\/td>\n<\/tr>\n <\/td> This appears to be correct. These folks adopted the concept of the mind being like a 'computer\" (or is it the other way around? But everything is a pendulum<\/label> <\/span> <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 14<\/div> True or False<\/p>\n The idea of social learning plays no part in a constructivist approach to learning. One's reality is a personal one<\/p>\n\n\n\n <\/td> False<\/label> The premise is false. While one may make personal choices, this is one of the most common misconceptions about constructivism, According to Jonassen, \"Perhaps the most common misconception of constructivism is the inference that we each therefore construct a unique reality, that reality is only in the mind of the knower, which will doubtlessly lead to intellectual anarchy.\" Constructivists also believe that much of reality is shared through a process of social negotiation...<\/span> <\/span><\/td>\n<\/tr>\n <\/td> True<\/label> <\/span> Some people would have you believe this is true or sometimes true. But the overwhelming evidence shows that people are basically social animals and learn better in social (i.e., contextual) situations. <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 15<\/div> True or False: \nIn our readings on motivation we learned that humans are the only type of \nliving organism that can be 'motivated'?<\/p>\n\n\n\n <\/td> True. Motivation is what separates humans from other animal types<\/label> <\/span> think again<\/span><\/td>\n<\/tr>\n <\/td> False: We can see that many animals are motivated. While it may be on the emotional level.. the difference is the use of reasoning to motivate<\/label> While it may be on the emotional level.. the difference is the use of reasoning to motivate<\/span> <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 16<\/div> True or False: \nDrive theory correctly observes that all persons have a natural 'thirst' for knowledge <\/p>\n\n\n\n <\/td> True<\/label> <\/span> While drive theory makes a lot of sense there is are many 'holes' in this theory... take a person who eats not only when he or she is hungry or conversely due to an eating disorder fails to do so. In short, proper motivation is a necessary but insufficient condition of learning <\/span><\/td>\n<\/tr>\n <\/td> False<\/label> Motivation may exist without a drive arousal... motivation is rather complex but is often overlooked in designing instruction<\/span> <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 17<\/div> Which of the following is\/are the basic tenets of the ARCS model?<\/p>\n\n\n\n\n\n\n <\/td> Gaining their attention<\/label> <\/span> <\/span><\/td>\n<\/tr>\n <\/td> Making the learning relevant (to both the audience and previous learning<\/label> <\/span> <\/span><\/td>\n<\/tr>\n <\/td> Issuing some type of challenge<\/label> <\/span> <\/span><\/td>\n<\/tr>\n <\/td> Providing a pathway to success<\/label> <\/span> <\/span><\/td>\n<\/tr>\n <\/td> All are correct responses<\/label> The model is comprehensive and each step must be included to make it a valid one.<\/span> <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 18<\/div> True or False: Studies have shown with fairly significant certainty that video games always increase a student's ability to acquire knowledge. <\/p>\n\n\n\n <\/td> True<\/label> <\/span> Studies have only shown so far that games MAY increase learning if they are implemented corrected and follow theoretical and practical applications of instructional design <\/span><\/td>\n<\/tr>\n <\/td> False<\/label> The operative word in the question is 'always'. Game design provides opportunities but like everything else in education and training what matters most is implementation and execution. <\/span> <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 19<\/div> True or False: The reason cited most often for a game failing to contribute to learning something is the lack of a valid user\/instruction manual. <\/p>\n\n\n\n <\/td> False<\/label> By their nature, nicely designed games create learning situations where player\/learners are naturally motivated to learn. A part of the learning experience it 'learn by doing'.. this is a part of that motivation... teachers, on the other hand, sometime balk at the first 'read about it', then 'do' learning model. Games are more like a problem based learning experience<\/span> <\/span><\/td>\n<\/tr>\n <\/td> True<\/label> <\/span> Most game players have never seen (nor ask for) a manual on how to play the game.. they are motivated by a learn by doing model.<\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 20<\/div> True or False: The term \"gamification\" refers to the fact that a video game has been integrated into the instruction <\/p>\n\n\n\n <\/td> False<\/label> According to Werbach\/Hunter (For The Win: How Game Thinking Can Revolutionize Your Business) \"the first use of gamification in its current sense apparently occurred in 2003, when Nick Pelling, a British game developer, established a short-lived consultancy to create game-like interfaces for electronic devices.\" \r\nWhile folks first thought of games in this way, soon the idea took on a life of its own. \r\n The following article demonstrates how the concept of gamifying became to be known as an interface: \r\nhttp:\/\/blog.oogalabs.com\/2008\/11\/05\/gamification-game-mechanics-is-the-new-marketing\/ \r\n \r\nTo wit: \"Gamification is coming to everything in the next few years. The next portal is a game. The next email is a game. The next social network is a game. Your next trip to the supermarket could be a game. Your next job could be a game. That means a lot of things, but for one, people with an understanding of those mechanics and how to create contexts will be highly valued. Second, gamification is just the beginning, and will continue for decades.\"<\/span> <\/span><\/td>\n<\/tr>\n <\/td> True<\/label> <\/span> This is a common misunderstanding about the origin of term.<\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span><\/div><\/div><\/div><\/div><\/div><\/div> \n <\/span>Click for Question 21<\/div> True or False: \nThe concept of eLearning delivery of content only deals with distance learning and is almost never associated with face to face instruction.<\/p>\n\n\n\n <\/td> False<\/label> Most misunderstand the fact that eLearning translates to electronic learning or anything delivered using media.<\/span> <\/span><\/td>\n<\/tr>\n <\/td> True<\/label> <\/span> Even though most do not always connect the term with anything but online learning. The point of the lesson was that e-learning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked learning or not, <\/span><\/td>\n<\/tr>\n<\/table>\n Correct<\/span><\/div> Incorrect<\/span><\/div><\/div><\/div><\/div><\/div><\/div><\/p>\n The following four questions are ‘think’ questions.. think about what they ask, then check to see how your thoughts compare<\/h2>\n <\/span>Click for Question 22<\/div> Think about the following question and jot down a few notes in the text box . Then check your response to see how it compares<\/p>\n Why do you think video games have not been well accepted in the classroom as an alternative learning activity to take the place of direct instruction?<\/p>\n<\/textarea><input type=\"submit\" value=\"Check Answer\" onclick=\"checkExampleQuestionExampleAnswer(37, 'reflectionText', '', '', '', '' );\"><!--QTLfeedbackStart--><div id=\"mainFeedbackDiv\"><div id=\"exampleQuestionAnswerCorrect37\" class=\"qtl_hidden\"><div id=\"reflectionFeedbackDiv\" class=\"correctFeedbackDiv\" style=\"color:#000000;background-color:#EBFEE9\"><p>The reasons vary.. among them are:<br \/>\n1- Until recently many teachers have been shown in the literature not to be gamers. Games are not something that are well understood as to the capabilities. how many teachers do you know who need to read an instruction manual first before attempting to take on a new technology?<br \/>\n2- Not all video games actually teach (or cause the player\/learner to learn) academic content. yes, they are motivating. Yes, players learn gameplay mechanics but this does not always translate into content learning<br \/>\n3- Game designers, while they do follow specific development processes (in fact game designers actually have a version of ADDIE of their own.. in fact all software developers do), often these design and development processes miss a couple of key elements that what a true instructional designer might call 'educational'. <\/p>\n<\/div><\/div><div id=\"exampleQuestionAnswerInCorrect37\" class=\"qtl_hidden\"><span class=\"incorrect QTLIncorrectStyle37\">Incorrect<\/span><\/div><\/div><!--QTLfeedbackEnd--><\/div><\/div><\/div><\/div><br \/>\n<div class=\"su-spoiler su-spoiler-style-fancy su-spoiler-icon-plus-square-1 su-spoiler-closed\" data-scroll-offset=\"0\" data-anchor-in-url=\"no\"><div class=\"su-spoiler-title\" tabindex=\"0\" role=\"button\"><span class=\"su-spoiler-icon\"><\/span>Click for Question 23<\/div><div class=\"su-spoiler-content su-u-clearfix su-u-trim\"><div id=\"theExam\"><div id=\"questionDiv\"><p>Think about this question for a few minutes then check to see how your thoughts compare <\/p>\n<p>Which of the following is ADDIE? a theory or a model <\/p>\n<input type=\"submit\" value=\"Check Answer\" onclick=\"checkExampleQuestionExampleAnswer(38, 'reflection', '', '', '', '' );\"><!--QTLfeedbackStart--><div id=\"mainFeedbackDiv\"><div id=\"exampleQuestionAnswerCorrect38\" class=\"qtl_hidden\"><div id=\"reflectionFeedbackDiv\" class=\"correctFeedbackDiv\" style=\"color:#000000;background-color:#EBFEE9\"><p>Learning theories are conceptual frameworks describing how information is absorbed, processed, and retained during learning. While we call ADDIE a framework, it does not describe the 'how' part. <\/p>\n<p>Winataputra in Sugiyanto (2008) suggests that the learning model is a conceptual framework that describes a systematic procedure in organizing learning experiences to achieve specific learning objectives and serves as a guide for learning. That is fine so far, but then he goes on to note five types (which kind of ruins it): 1-contextual 2-conceptual 3-quantum 4-Integrated 5-PBL (Problem based)<\/p>\n<p>While the latter definition is closer... ADDIE is a framework for designing a whole system of learning that includes all the implementation steps (the part that Sugiyanto leaves out). I know framework is used in all three ideas here.. so, what would you call it? (a checklist perhaps or does that do it justice)? <\/p>\n<\/div><\/div><div id=\"exampleQuestionAnswerInCorrect38\" class=\"qtl_hidden\"><span class=\"incorrect QTLIncorrectStyle38\">Incorrect<\/span><\/div><\/div><!--QTLfeedbackEnd--><\/div><\/div><\/div><\/div><br \/>\n<div class=\"su-spoiler su-spoiler-style-fancy su-spoiler-icon-plus-square-1 su-spoiler-closed\" data-scroll-offset=\"0\" data-anchor-in-url=\"no\"><div class=\"su-spoiler-title\" tabindex=\"0\" role=\"button\"><span class=\"su-spoiler-icon\"><\/span>Click for Question 24<\/div><div class=\"su-spoiler-content su-u-clearfix su-u-trim\"><div id=\"theExam\"><div id=\"questionDiv\"><p>Think about this set of questions and jot down a couple notes, then check your ideas...<\/p>\n<p>We did have this discussion earlier about whether K12 teachers actually practice instructional design when developing their classes. But knowing now what we have covered in class so far, have your ideas changed? Do you think the system allows for teachers to actually practice ADDIE, for example? Or do you feel that making out lesson plans actually encompass the elements of implementing instruction in a systematic way? On the other hand do you think that taking an instructional design course can actually help you plan better lessons? <\/p>\n<textarea rows=\"4\" style=\"width: 98%\" id=\"refectiveTextBoxID39\"><\/textarea><input type=\"submit\" value=\"Check Answer\" onclick=\"checkExampleQuestionExampleAnswer(39, 'reflectionText', '', '', '', '' );\"><!--QTLfeedbackStart--><div id=\"mainFeedbackDiv\"><div id=\"exampleQuestionAnswerCorrect39\" class=\"qtl_hidden\"><div id=\"reflectionFeedbackDiv\" class=\"correctFeedbackDiv\" style=\"color:#000000;background-color:#EBFEE9\"><p>Just know that there is no one right or wrong answer here... the questions are being posed to help you think through things. <\/p>\n<p>The ideas behind instructional design are based on the framework that one starts with a blank slate and the designer is charged with setting up the entire system of instruction. Many times a K12 teacher is dictated to by others as to what to teach and their job is devise ways to implement. The lucky ones are those who get to start from the beginning and work it all the way through. <\/p>\n<p>And yes, the hope is this course will help everyone design better instruction, regardless of their role in teaching. In your reflection we are anxious the hear your thoughts on these matters.<\/p>\n<\/div><\/div><div id=\"exampleQuestionAnswerInCorrect39\" class=\"qtl_hidden\"><span class=\"incorrect QTLIncorrectStyle39\">Incorrect<\/span><\/div><\/div><!--QTLfeedbackEnd--><\/div><\/div><\/div><\/div><br \/>\n<div class=\"su-spoiler su-spoiler-style-fancy su-spoiler-icon-plus-square-1 su-spoiler-closed\" data-scroll-offset=\"0\" data-anchor-in-url=\"no\"><div class=\"su-spoiler-title\" tabindex=\"0\" role=\"button\"><span class=\"su-spoiler-icon\"><\/span>Click for Question 25<\/div><div class=\"su-spoiler-content su-u-clearfix su-u-trim\"><div id=\"theExam\"><div id=\"questionDiv\"><p><strong>One last think question. Think about your answer then enter some thoughts into the box. Then click to check it <\/strong><\/p>\n<p>Define using a few bulleted lines what the term 'blended learning' means.<\/p>\n<textarea rows=\"4\" style=\"width: 98%\" id=\"refectiveTextBoxID41\"><\/textarea><input type=\"submit\" value=\"Check Answer\" onclick=\"checkExampleQuestionExampleAnswer(41, 'reflectionText', '', '', '', '' );\"><!--QTLfeedbackStart--><div id=\"mainFeedbackDiv\"><div id=\"exampleQuestionAnswerCorrect41\" class=\"qtl_hidden\"><div id=\"reflectionFeedbackDiv\" class=\"correctFeedbackDiv\" style=\"color:#000000;background-color:#EBFEE9\"><p>Among other things:<\/p>\n<ul>\n<li>Blended learning refers to the mixing of different learning environments.<\/li>\n<li>Normally, it is a combination of traditional face-to-face classroom methods with computer-mediated activities. <\/li>\n<li>It creates an integrated approach for both instructors and learners. <\/li>\n<li>The terms \"blended,\" \"hybrid,\" and \"mixed-mode\" are used interchangeably in current research literature.<\/li>\n<li>Teachers and trainers need to be trained to use available technology tools as the techniques can vary greatly.<\/li>\n<\/ul>\n<\/div><\/div><div id=\"exampleQuestionAnswerInCorrect41\" class=\"qtl_hidden\"><span class=\"incorrect QTLIncorrectStyle41\">Incorrect<\/span><\/div><\/div><!--QTLfeedbackEnd--><\/div><\/div><\/div><\/div><br \/>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[58],"tags":[],"class_list":["post-41910","post","type-post","status-publish","format-standard","hentry","category-lesson-note-6284"],"_links":{"self":[{"href":"https:\/\/emeclasses.org\/index.php?rest_route=\/wp\/v2\/posts\/41910","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/emeclasses.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/emeclasses.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/emeclasses.org\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/emeclasses.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=41910"}],"version-history":[{"count":10,"href":"https:\/\/emeclasses.org\/index.php?rest_route=\/wp\/v2\/posts\/41910\/revisions"}],"predecessor-version":[{"id":42145,"href":"https:\/\/emeclasses.org\/index.php?rest_route=\/wp\/v2\/posts\/41910\/revisions\/42145"}],"wp:attachment":[{"href":"https:\/\/emeclasses.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=41910"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/emeclasses.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=41910"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/emeclasses.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=41910"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}