Sequencing and Developing Instruction EDU 120 Principles of Instructional Design Ashford University Sequencing and Developing Instruction Sequencing instruction allows us to isolate specific knowledge to assist students comprehend unique characteristics regarding a specific subject. While we determine the scope of the instruction, it serves as the purpose to how much information we need to provide …
Planning an Instructional Design Project EDU 120 Principles of Instructional Design Ashford University Planning an Instructional Design Project Understanding your instructional design project is critical to the success of the design. We must understand the material, clear objectives of the project, and the outcome. Identifying clear stakeholders, reviewing expectations, and following up with information that …
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Week 3 Journal – Metacognition EDU 372 Educational Psychology Metacognition Describe metacognition in your own words. Metacognition is “thinking about thinking”. In other words, it’s not what do I need to learn, it’s about how I learn it best when it comes to academics. It’s about asking students to think about the ways that they …
Learning Theories EDU 120 Principles of Instructional Design Ashford University Learning Theories What are learning theories? They explain how we process, connect, and absorb knowledge while we learn. By learning about each learning theory, we can grasp a better understanding of how learning occurs. These principals of each approach can guide us to select the …
Gender Roles EDU 372 Educational Psychology Gender Roles Explain a time when you might have either felt or observed gender stereotyping. A group of friends, both men, and women, were out watching a movie. There was a scene in the movie where they were being romantic, and something happened to the female, where one of …
Conducting a Learner Analysis EDU 120 Principals of Instructional Design Ashford University Conducting a Learner Analysis Learner analysis reviews the unique characteristics to design a course that will address the needs of your learners (GMCTL UofS, 2013). It identifies the critically important general traits of a group as well as identifying the range of skills …