Importance and Quality of Outsourced Services PPT
Importance and Quality of Outsourced Services PPT
Google Classroom (LMS)
As Draus, Curran, and Trempus (2014, p. 244) suggest, video content can include:
- Video welcome message at the beginning of the course
- Video lectures related to content
- Video discussion prompts
- Video instructions on expectations for written assignment
- Video messages to discuss relevant topics for the week
In addition to these elements, a multimedia piece may also include a mixture of audio, slide shows, screen capture software, images, and video or animation. Think about how each of these elements aids and supports student learning. Think how you might incorporate one or more of these ideas into your eLearning course.
For this Assignment, you will begin constructing a multimedia piece that will help participants of your eLearning course meet a course outcome and support their successful completion of the course. Note again that you will have three weeks to build your multimedia piece.
To prepare:
Read Stavredes and Herder (2014, pp. 98–114), Whiteside et al (2017, Chapters 6–9), and Martin, Wang, and Sadaf (2018) in this module’s Learning Resources and reflect on the purpose of your eLearning course. Consider what it is that course participants will be learning, and how a multimedia piece might aide their understanding and success within the course. Then, brainstorm, storyboard, and create the multimedia piece and embed it into your eLearning course. Additionally, be sure to check the “Section 508 Reference Guide” website in this module’s Learning Resources to ensure your multimedia piece meets ADA compliance standards.3 attachmentsSlide 1 of 3
UNFORMATTED ATTACHMENT PREVIEW
Setting Up an eLearning Course 1 COURSE SYLLABUS COURSE NAME: BUSINESS ENTREPRENEURSHIP 101 CREDIT HOURS:2 START AND END DATES:6/27/2021-7/31/21 VIRTUAL LEARNING COURSE LOG IN: FACILITATOR DR. ERICA EVANS Erica.evans3@waldenu.edu 904.250.7363 _____________________________________________________________________________ COURSE DESCRIPTION: Business Entrepreneurship 101 is a three-week course offered to learners who are affected by learning disability (LD) Dyslexia – also referred to as a reading disorder or disability. It is a language-based disability whereby individuals have difficulty comprehending written words. The ADDIE model was used as a foundation and consisted of elements such as the analysis, design, development, implementation, and evaluation phases and structure that facilitate collaboration in e-learning to encourage engagement and the community of inquiry. As a professional development course, its purpose is to encourage entrepreneurship amongst this community of students. The applied delivery method Barton Program will ensure that learning is accessible to learners and is user-friendly. Its design facilitates reading applications for learners and instructors using Orton Gillingham’s approach, which allows the student to read and decode words. The three-week course overall learning outcome should result in students obtaining a certification as a small-business entrepreneur. Learning Outcomes (LOs) 1. Week One: Analyze the design of the course for accessibility skills needed for adaptability using the Barton Program and Determine the Business interests and skills needed to become successful. 2. Week Two: Research business competition and determine the competitive advantage to make the proposed business stand out from other businesses. 3. Week Three: Setting Up an eLearning Course 2 Know the difference between services vs. product business and determine and offered to the consumers. ASSESSMENTS There are varying formative or and summative assessment tools used to develop Learner competency. Each outcome facilitates feedback, as each learner’s skills are varied. For each outcome, the self-assessments will provide learners with guidance for improved efforts and focus. Additionally, the expected that students expected to complete quizzes to determine their level of adaptation to the delivery method of the Barton Program. Two Content-Related Discussion Post As an entrepreneur of residential and janitorial cleaning services, consider the factors that contributed to becoming an entrepreneur, and reevaluate the business activities by responding to the following: Discussion Week 1-Business Strategies 1. What would practical strategies used to win over and keep customers? 2. Would networking with other companies generate savings with overhead costs or workload? 3. What services would outsource without reducing the services or quality? Discussion Week 2-Setting the Business Apart As a business owner, it is essential to have long -and short-term goals for business development. 1. Identify the critical roadblock that is preventing profitability. 2. What problem or obstacles will need overcoming, and how would it be resolved? 3. Develop a four-step strategic plan that will facilitate new growth. Setting Up an eLearning Course 3 Setting Up an eLearning Course 4 Discussion Rubric Name: Business Entrepreneurship 101 Discussion_Rubric Discussion One Discussion Two Initial Post Responses to Classmates Level of Achievement 0 (0%) – 3 (30%) Your initial discussion post provides evidence that you have read and reflected on the course learning resources. You replied to the discussion prompt appropriately. 0 (0%) – 2 (20%) Your responses to a minimum of two classmates’ posts are reflective and provide opportunities for thoughtful and evidencebased conversations among your classmates. Responses to Classmates’ Replies to your Initial Post 0 (0%) – 2 (20%) You respond reflectively to the comments that are given to your initial post by your classmates. APA 0 (0%) – 1 (10%) Your initial post is cited using APA 6th formatting. References are included following APA 6th formatting, as needed. 0 (0%) – 1 (10%) Your writing is grammatically correct. 0 (0%) – 1 (10%) Your initial post and responses are on time. Grammar Timeliness Discussion Rubric (n.d) https://class.waldenu.edu/webapps/bbgs-deep-linksBBLEARN/app/course/rubric?course_id=_16842473_1&rubric_id=_2368316_1 Setting Up an eLearning Course 5 COURSE GRADING The Course will use the following grading scale for the Training Center in Jacksonville FL. A B+ B C+ C D+ D F 90-100 85-89 80-84 75-79 70-74 65-69 60-64 Setting Up an eLearning Course 1 Setting Up an eLearning Course Student Name Doctor of Education (Ed.D) Higher Education and Adult Learning (HEAL) Walden University EDDD – 8107 Designing Instruction for E-Learning Instructor Name June 27, 2021 Setting Up an eLearning Course 2 Setting Up an eLearning Course The learning disability (LD) Dyslexia, defined as a neurological disorder, causes complications in coordinating the communication obtained, memorizing them, and articulating data. Hence it affects the individual’s fundamental functions such as writing, comprehension, reasoning. In uncomplicated terms, this earning disability results from a difference in how a person’s brain is “wired.” Children with Dyslexia are considered smart or more innovative than their peers. However, they may also have trouble reading, spelling, writing, interpreting, remembering, and coordinating information when allowed to discover things by themselves or when taught in conventional ways (Lombardi, n.d.). According to Lombardi (n.d.), learning disabilities may not be correctable. However, with the appropriate assistance and mediation, individuals affected by learning disabilities may succeed in school and become successful entrepreneurs, often with significant occupations—the proposed three-week course is developed for persons affected with learning disability (LD) Dyslexia. Syllabus Course Description: Business Entrepreneurship 101 Learning Outcomes (LOs) Business Entrepreneurship 101 is a three-week course offered to learners who are affected by learning disability (LD) Dyslexia – also referred to as a reading disorder or disability. It is a language-based disability whereby individuals have difficulty comprehending written words. The ADDIE model was used as a foundation and consisted of elements such as the analysis, design, development, implementation, and evaluation phases and structure that facilitate collaboration in e-learning to encourage engagement and the community of inquiry. Course designers have conducted a needs analysis to determine if persons affected by Dyslexia would support the course. Walden University has developed accessibility policies that Setting Up an eLearning Course 3 review the teaching methods and learning challenges students with adaptability issues face. As a professional development course, its purpose is to encourage entrepreneurship amongst this community of students. The applied delivery method Barton Program will ensure that learning is accessible to learners and is user-friendly. Its design facilitates reading applications for learners and instructors using Orton Gillingham’s approach, which allows the student to read and decode words. The three-week course overall learning outcome should result in students obtaining a certification as a small-business entrepreneur. An evaluation and exceptionalities of the course meet the criteria of the University standards and are designed by credible designers with expertise and utilized by instructors who are also familiar with the Barton Program (Lombardi, n.d.). The Business Entrepreneurship 101 course attracts students diagnosed with a learning disability and can use essential technology tools, such as tablets, laptops, or mobile applications, to access the course content (Stavredes & Herder, 2014). Students will receive grades for their participation in activities, critical thinking, and engagement with their peers in the discussion forum over two times each week on Wednesdays for initial posts and on Fridays for peer responses. A provided scoring guide focuses on applying the skills in critical thinking by encouraging the Elder and Paul’s elements that support active student engagement (Stavredes & Herder, 2014). The syllabus consists of assignments and discussions for the course that includes one, business etiquette for successful entrepreneurship two, setting the business apart, and three, developing effective marketing strategies. Learners will learn in Three Weeks: 1. Week One: Setting Up an eLearning Course 4 Analyze the design of the course for accessibility skills needed for adaptability using the Barton Program and Determine the Business interests and skills needed to become successful. 2. Week Two: Research business competition and determine the competitive advantage to make the proposed business stand out from other businesses. 3. Week Three: Know the difference between services vs. product business and determine and offered to the consumers. There are varying formative or and summative assessment tools used to develop Learner competency. Each outcome facilitates feedback, as each learner’s skills are varied. For each outcome, the self-assessments will provide learners with guidance for improved efforts and focus. (Stavredes & Herder, 2014). Additionally, the expected that students expected to complete quizzes to determine their level of adaptation to the delivery method of the Barton Program (Stavredes & Herder, 2014). Two Content-Related Discussion Post As an entrepreneur of residential and janitorial cleaning services, consider the factors that contributed to becoming an entrepreneur, and reevaluate the business activities by responding to the following: Discussion Week 1-Business Strategies 1. What would practical strategies used to win over and keep customers? 2. Would networking with other companies generate savings with overhead costs or workload? 3. What services would outsource without reducing the services or quality? Setting Up an eLearning Course 5 Discussion Week 2-Setting the Business Apart As a business owner, it is essential to have long -and short-term goals for business development. 1. Identify the critical roadblock that is preventing profitability. 2. What problem or obstacles will need overcoming, and how would it be resolved? 3. Develop a four-step strategic plan that will facilitate new growth. Conclusion The role of a parent is essential in encouraging children with learning disabilities to identify their strengths, understand their weaknesses, and the appropriate educational system to thrive. As adult learners, they may work with professionals and learn about strategies for addressing these specific hurdles. Learning disabilities must misunderstand, as they are defined differently by different groups, as the perception of “learning disability” meaning differs overall for the public but carries a different connotation for other professionals (Lombardi, n.d.). Individuals with learning disabilities Dyslexia are professionals and experts in their chosen field and business entrepreneurs. Setting Up an eLearning Course 6 References Lombardi, T., (n.d.) Learning Strategies for Problem Learners, Learning Disabilitiehttps://www.nsta.org/learning-disabilities Stavredes, T., & Herder, T. (2014). A guide to online course design: Strategies for student success. San Francisco, CA: Jossey-Bass. Setting Up an eLearning Course 7 Discussion Rubric Name: Business Entrepreneurship 101 Discussion_Rubric Discussion One Discussion Two Initial Post Responses to Classmates Level of Achievement 0 (0%) – 3 (30%) Your initial discussion post provides evidence that you have read and reflected on the course learning resources. You replied to the discussion prompt appropriately. 0 (0%) – 2 (20%) Your responses to a minimum of two classmates’ posts are reflective and provide opportunities for thoughtful and evidencebased conversations among your classmates. Responses to Classmates’ Replies to your Initial Post 0 (0%) – 2 (20%) You respond reflectively to the comments that are given to your initial post by your classmates. APA 0 (0%) – 1 (10%) Your initial post is cited using APA 6th formatting. References are included following APA 6th formatting, as needed. 0 (0%) – 1 (10%) Your writing is grammatically correct. 0 (0%) – 1 (10%) Your initial post and responses are on time. Grammar Timeliness Discussion Rubric (n.d) https://class.waldenu.edu/webapps/bbgs-deep-linksBBLEARN/app/course/rubric?course_id=_16842473_1&rubric_id=_2368316_1 Setting Up an eLearning Course 8 COURSE GRADING The Course will utilize the following grading scale for the training center in Jacksonville FL. A B+ B C+ C D+ D F 90-100 85-89 80-84 75-79 70-74 65-69 60-64 Setting Up an eLearning Course 9 Module 2 Assignment 1 Rubric URL for eLearning course: https://classroom.google.com/u/0/w/MzY2ODk2MDc3MTgw/t/all Assignment 1: eLearning Course Design: Setting Up an eLearning Course Maximum of 20 Points Criteria Learning Management System (LMS) Applies a simple and readable color scheme and theme using correct visual design principles. Student Self-Assessment The color scheme is simple and readable Yes 3 Comments: (click here→) New Components of eLearning Course—Syllabus Page Includes a syllabus page. yes Yes 1 Comments: (click here→) Includes a course description (similar to a catalog description). Comments: (click here→) 3 1. Week One: Analyze the design of the course for accessibility skills needed for adaptability using the Barton Program and Determine the Business interests and skills needed to become successful. 2. Week Two: Conduct a SWAT analysis to determine the demographics of the customer and identify the market to target. Research business Instructor Assessment Setting Up an eLearning Course 10 competition and determine the competitive advantage to make the proposed business stand out from other businesses. 3. Week Three: Know the difference between services vs. product business and determine and offered to the consumers. Includes student learning outcomes for all 3 weeks, specifying the knowledge, skills, and attitudes that learners will acquire through participation. 6 Comments: (click here→) Describes formative and/or summative assessments. Not the actual rubrics for the assignments, just a description what students in the course will do. Comments: (click here→) 3 Students will receive grades for their participation in activities, critical thinking, and engagement with their peers in the discussion forum over two times each week on Wednesdays for initial posts and on Fridays. A scoring guide will be provided to help focus on applying the skills in critical thinking by encouraging the Elder and Paul’s elements that support active student engagement (Stavredes & Herder, 2014). There are varying formative or and summative assessment tools that may be used for Each outcome to facilitate feedback, as each learner’s skills are varied. Therefore, for each outcome, self-assessments will Setting Up an eLearning Course 11 provide learners with guidance for improved efforts and focus. (Stavredes & Herder, 2014). Additionally, students is expected to complete quizzes to determine their level of adaptation to the delivery method of the Barton Program (Stavredes & Herder, 2014).in doing so, students will have a basic knowledge of the expected course form and style, writing conventions and process, and critical thinking skills needed to succeed. An annotated bibliography is an helpful tool that ensures that learners have integrated the required references, and evaluate the sources used using critical thinking skills Includes a single rubric or scoring guide developed for the two content-related discussions. 4 Yes one was developed as required Comments: (click here→) TOTAL 18 pts. Student spent over 6 hours with formatting and saving in Google classroom https://classroom.google.co m/u/0/w/MzY2ODk2MDc3 MTgw/t/all Module 4 Assignment 1 Rubric URL to Multimedia Piece: Assignment 1: eLearning Course Design: eLearning Course Multimedia Piece Maximum Student Selfof 20 Assessment Points Instructor Assessment Criteria In this assignment the learner addresses each of the following components: Multimedia Alignment with a specific outcome of the eLearning or mLearning course. All content is accurate. Comments: (click here→) Is between 1–3 minutes in length. 3 2 Comments: (click here→) A mixture of at least two of the following modalities: audio, slide shows, screen capture, still images, and video or animation. 6 Comments: (click here→) Visual design aspects meet ADA compliance for visual impairments. Principles of visual design provide a professional product. 4 Comments: (click here→) Audio aspects meet ADA compliance by either including closed captioning or a transcript. Sound and voices are clear and consistent in volume. 5 Comments: (click here→) TOTAL © 2019 Laureate Education, Inc. 20 pts. Page 1 of 1
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Importance and Quality of Outsourced Services PPT
Google Classroom (LMS)
As Draus, Curran, and Trempus (2014, p. 244) suggest, video content can include:
- Video welcome message at the beginning of the course
- Video lectures related to content
- Video discussion prompts
- Video instructions on expectations for written assignment
- Video messages to discuss relevant topics for the week
In addition to these elements, a multimedia piece may also include a mixture of audio, slide shows, screen capture software, images, and video or animation. Think about how each of these elements aids and supports student learning. Think how you might incorporate one or more of these ideas into your eLearning course.
For this Assignment, you will begin constructing a multimedia piece that will help participants of your eLearning course meet a course outcome and support their successful completion of the course. Note again that you will have three weeks to build your multimedia piece.
To prepare:
Read Stavredes and Herder (2014, pp. 98–114), Whiteside et al (2017, Chapters 6–9), and Martin, Wang, and Sadaf (2018) in this module’s Learning Resources and reflect on the purpose of your eLearning course. Consider what it is that course participants will be learning, and how a multimedia piece might aide their understanding and success within the course. Then, brainstorm, storyboard, and create the multimedia piece and embed it into your eLearning course. Additionally, be sure to check the “Section 508 Reference Guide” website in this module’s Learning Resources to ensure your multimedia piece meets ADA compliance standards.3 attachmentsSlide 1 of 3
UNFORMATTED ATTACHMENT PREVIEW
Setting Up an eLearning Course 1 COURSE SYLLABUS COURSE NAME: BUSINESS ENTREPRENEURSHIP 101 CREDIT HOURS:2 START AND END DATES:6/27/2021-7/31/21 VIRTUAL LEARNING COURSE LOG IN: FACILITATOR DR. ERICA EVANS Erica.evans3@waldenu.edu 904.250.7363 _____________________________________________________________________________ COURSE DESCRIPTION: Business Entrepreneurship 101 is a three-week course offered to learners who are affected by learning disability (LD) Dyslexia – also referred to as a reading disorder or disability. It is a language-based disability whereby individuals have difficulty comprehending written words. The ADDIE model was used as a foundation and consisted of elements such as the analysis, design, development, implementation, and evaluation phases and structure that facilitate collaboration in e-learning to encourage engagement and the community of inquiry. As a professional development course, its purpose is to encourage entrepreneurship amongst this community of students. The applied delivery method Barton Program will ensure that learning is accessible to learners and is user-friendly. Its design facilitates reading applications for learners and instructors using Orton Gillingham’s approach, which allows the student to read and decode words. The three-week course overall learning outcome should result in students obtaining a certification as a small-business entrepreneur. Learning Outcomes (LOs) 1. Week One: Analyze the design of the course for accessibility skills needed for adaptability using the Barton Program and Determine the Business interests and skills needed to become successful. 2. Week Two: Research business competition and determine the competitive advantage to make the proposed business stand out from other businesses. 3. Week Three: Setting Up an eLearning Course 2 Know the difference between services vs. product business and determine and offered to the consumers. ASSESSMENTS There are varying formative or and summative assessment tools used to develop Learner competency. Each outcome facilitates feedback, as each learner’s skills are varied. For each outcome, the self-assessments will provide learners with guidance for improved efforts and focus. Additionally, the expected that students expected to complete quizzes to determine their level of adaptation to the delivery method of the Barton Program. Two Content-Related Discussion Post As an entrepreneur of residential and janitorial cleaning services, consider the factors that contributed to becoming an entrepreneur, and reevaluate the business activities by responding to the following: Discussion Week 1-Business Strategies 1. What would practical strategies used to win over and keep customers? 2. Would networking with other companies generate savings with overhead costs or workload? 3. What services would outsource without reducing the services or quality? Discussion Week 2-Setting the Business Apart As a business owner, it is essential to have long -and short-term goals for business development. 1. Identify the critical roadblock that is preventing profitability. 2. What problem or obstacles will need overcoming, and how would it be resolved? 3. Develop a four-step strategic plan that will facilitate new growth. Setting Up an eLearning Course 3 Setting Up an eLearning Course 4 Discussion Rubric Name: Business Entrepreneurship 101 Discussion_Rubric Discussion One Discussion Two Initial Post Responses to Classmates Level of Achievement 0 (0%) – 3 (30%) Your initial discussion post provides evidence that you have read and reflected on the course learning resources. You replied to the discussion prompt appropriately. 0 (0%) – 2 (20%) Your responses to a minimum of two classmates’ posts are reflective and provide opportunities for thoughtful and evidencebased conversations among your classmates. Responses to Classmates’ Replies to your Initial Post 0 (0%) – 2 (20%) You respond reflectively to the comments that are given to your initial post by your classmates. APA 0 (0%) – 1 (10%) Your initial post is cited using APA 6th formatting. References are included following APA 6th formatting, as needed. 0 (0%) – 1 (10%) Your writing is grammatically correct. 0 (0%) – 1 (10%) Your initial post and responses are on time. Grammar Timeliness Discussion Rubric (n.d) https://class.waldenu.edu/webapps/bbgs-deep-linksBBLEARN/app/course/rubric?course_id=_16842473_1&rubric_id=_2368316_1 Setting Up an eLearning Course 5 COURSE GRADING The Course will use the following grading scale for the Training Center in Jacksonville FL. A B+ B C+ C D+ D F 90-100 85-89 80-84 75-79 70-74 65-69 60-64 Setting Up an eLearning Course 1 Setting Up an eLearning Course Student Name Doctor of Education (Ed.D) Higher Education and Adult Learning (HEAL) Walden University EDDD – 8107 Designing Instruction for E-Learning Instructor Name June 27, 2021 Setting Up an eLearning Course 2 Setting Up an eLearning Course The learning disability (LD) Dyslexia, defined as a neurological disorder, causes complications in coordinating the communication obtained, memorizing them, and articulating data. Hence it affects the individual’s fundamental functions such as writing, comprehension, reasoning. In uncomplicated terms, this earning disability results from a difference in how a person’s brain is “wired.” Children with Dyslexia are considered smart or more innovative than their peers. However, they may also have trouble reading, spelling, writing, interpreting, remembering, and coordinating information when allowed to discover things by themselves or when taught in conventional ways (Lombardi, n.d.). According to Lombardi (n.d.), learning disabilities may not be correctable. However, with the appropriate assistance and mediation, individuals affected by learning disabilities may succeed in school and become successful entrepreneurs, often with significant occupations—the proposed three-week course is developed for persons affected with learning disability (LD) Dyslexia. Syllabus Course Description: Business Entrepreneurship 101 Learning Outcomes (LOs) Business Entrepreneurship 101 is a three-week course offered to learners who are affected by learning disability (LD) Dyslexia – also referred to as a reading disorder or disability. It is a language-based disability whereby individuals have difficulty comprehending written words. The ADDIE model was used as a foundation and consisted of elements such as the analysis, design, development, implementation, and evaluation phases and structure that facilitate collaboration in e-learning to encourage engagement and the community of inquiry. Course designers have conducted a needs analysis to determine if persons affected by Dyslexia would support the course. Walden University has developed accessibility policies that Setting Up an eLearning Course 3 review the teaching methods and learning challenges students with adaptability issues face. As a professional development course, its purpose is to encourage entrepreneurship amongst this community of students. The applied delivery method Barton Program will ensure that learning is accessible to learners and is user-friendly. Its design facilitates reading applications for learners and instructors using Orton Gillingham’s approach, which allows the student to read and decode words. The three-week course overall learning outcome should result in students obtaining a certification as a small-business entrepreneur. An evaluation and exceptionalities of the course meet the criteria of the University standards and are designed by credible designers with expertise and utilized by instructors who are also familiar with the Barton Program (Lombardi, n.d.). The Business Entrepreneurship 101 course attracts students diagnosed with a learning disability and can use essential technology tools, such as tablets, laptops, or mobile applications, to access the course content (Stavredes & Herder, 2014). Students will receive grades for their participation in activities, critical thinking, and engagement with their peers in the discussion forum over two times each week on Wednesdays for initial posts and on Fridays for peer responses. A provided scoring guide focuses on applying the skills in critical thinking by encouraging the Elder and Paul’s elements that support active student engagement (Stavredes & Herder, 2014). The syllabus consists of assignments and discussions for the course that includes one, business etiquette for successful entrepreneurship two, setting the business apart, and three, developing effective marketing strategies. Learners will learn in Three Weeks: 1. Week One: Setting Up an eLearning Course 4 Analyze the design of the course for accessibility skills needed for adaptability using the Barton Program and Determine the Business interests and skills needed to become successful. 2. Week Two: Research business competition and determine the competitive advantage to make the proposed business stand out from other businesses. 3. Week Three: Know the difference between services vs. product business and determine and offered to the consumers. There are varying formative or and summative assessment tools used to develop Learner competency. Each outcome facilitates feedback, as each learner’s skills are varied. For each outcome, the self-assessments will provide learners with guidance for improved efforts and focus. (Stavredes & Herder, 2014). Additionally, the expected that students expected to complete quizzes to determine their level of adaptation to the delivery method of the Barton Program (Stavredes & Herder, 2014). Two Content-Related Discussion Post As an entrepreneur of residential and janitorial cleaning services, consider the factors that contributed to becoming an entrepreneur, and reevaluate the business activities by responding to the following: Discussion Week 1-Business Strategies 1. What would practical strategies used to win over and keep customers? 2. Would networking with other companies generate savings with overhead costs or workload? 3. What services would outsource without reducing the services or quality? Setting Up an eLearning Course 5 Discussion Week 2-Setting the Business Apart As a business owner, it is essential to have long -and short-term goals for business development. 1. Identify the critical roadblock that is preventing profitability. 2. What problem or obstacles will need overcoming, and how would it be resolved? 3. Develop a four-step strategic plan that will facilitate new growth. Conclusion The role of a parent is essential in encouraging children with learning disabilities to identify their strengths, understand their weaknesses, and the appropriate educational system to thrive. As adult learners, they may work with professionals and learn about strategies for addressing these specific hurdles. Learning disabilities must misunderstand, as they are defined differently by different groups, as the perception of “learning disability” meaning differs overall for the public but carries a different connotation for other professionals (Lombardi, n.d.). Individuals with learning disabilities Dyslexia are professionals and experts in their chosen field and business entrepreneurs. Setting Up an eLearning Course 6 References Lombardi, T., (n.d.) Learning Strategies for Problem Learners, Learning Disabilitiehttps://www.nsta.org/learning-disabilities Stavredes, T., & Herder, T. (2014). A guide to online course design: Strategies for student success. San Francisco, CA: Jossey-Bass. Setting Up an eLearning Course 7 Discussion Rubric Name: Business Entrepreneurship 101 Discussion_Rubric Discussion One Discussion Two Initial Post Responses to Classmates Level of Achievement 0 (0%) – 3 (30%) Your initial discussion post provides evidence that you have read and reflected on the course learning resources. You replied to the discussion prompt appropriately. 0 (0%) – 2 (20%) Your responses to a minimum of two classmates’ posts are reflective and provide opportunities for thoughtful and evidencebased conversations among your classmates. Responses to Classmates’ Replies to your Initial Post 0 (0%) – 2 (20%) You respond reflectively to the comments that are given to your initial post by your classmates. APA 0 (0%) – 1 (10%) Your initial post is cited using APA 6th formatting. References are included following APA 6th formatting, as needed. 0 (0%) – 1 (10%) Your writing is grammatically correct. 0 (0%) – 1 (10%) Your initial post and responses are on time. Grammar Timeliness Discussion Rubric (n.d) https://class.waldenu.edu/webapps/bbgs-deep-linksBBLEARN/app/course/rubric?course_id=_16842473_1&rubric_id=_2368316_1 Setting Up an eLearning Course 8 COURSE GRADING The Course will utilize the following grading scale for the training center in Jacksonville FL. A B+ B C+ C D+ D F 90-100 85-89 80-84 75-79 70-74 65-69 60-64 Setting Up an eLearning Course 9 Module 2 Assignment 1 Rubric URL for eLearning course: https://classroom.google.com/u/0/w/MzY2ODk2MDc3MTgw/t/all Assignment 1: eLearning Course Design: Setting Up an eLearning Course Maximum of 20 Points Criteria Learning Management System (LMS) Applies a simple and readable color scheme and theme using correct visual design principles. Student Self-Assessment The color scheme is simple and readable Yes 3 Comments: (click here→) New Components of eLearning Course—Syllabus Page Includes a syllabus page. yes Yes 1 Comments: (click here→) Includes a course description (similar to a catalog description). Comments: (click here→) 3 1. Week One: Analyze the design of the course for accessibility skills needed for adaptability using the Barton Program and Determine the Business interests and skills needed to become successful. 2. Week Two: Conduct a SWAT analysis to determine the demographics of the customer and identify the market to target. Research business Instructor Assessment Setting Up an eLearning Course 10 competition and determine the competitive advantage to make the proposed business stand out from other businesses. 3. Week Three: Know the difference between services vs. product business and determine and offered to the consumers. Includes student learning outcomes for all 3 weeks, specifying the knowledge, skills, and attitudes that learners will acquire through participation. 6 Comments: (click here→) Describes formative and/or summative assessments. Not the actual rubrics for the assignments, just a description what students in the course will do. Comments: (click here→) 3 Students will receive grades for their participation in activities, critical thinking, and engagement with their peers in the discussion forum over two times each week on Wednesdays for initial posts and on Fridays. A scoring guide will be provided to help focus on applying the skills in critical thinking by encouraging the Elder and Paul’s elements that support active student engagement (Stavredes & Herder, 2014). There are varying formative or and summative assessment tools that may be used for Each outcome to facilitate feedback, as each learner’s skills are varied. Therefore, for each outcome, self-assessments will Setting Up an eLearning Course 11 provide learners with guidance for improved efforts and focus. (Stavredes & Herder, 2014). Additionally, students is expected to complete quizzes to determine their level of adaptation to the delivery method of the Barton Program (Stavredes & Herder, 2014).in doing so, students will have a basic knowledge of the expected course form and style, writing conventions and process, and critical thinking skills needed to succeed. An annotated bibliography is an helpful tool that ensures that learners have integrated the required references, and evaluate the sources used using critical thinking skills Includes a single rubric or scoring guide developed for the two content-related discussions. 4 Yes one was developed as required Comments: (click here→) TOTAL 18 pts. Student spent over 6 hours with formatting and saving in Google classroom https://classroom.google.co m/u/0/w/MzY2ODk2MDc3 MTgw/t/all Module 4 Assignment 1 Rubric URL to Multimedia Piece: Assignment 1: eLearning Course Design: eLearning Course Multimedia Piece Maximum Student Selfof 20 Assessment Points Instructor Assessment Criteria In this assignment the learner addresses each of the following components: Multimedia Alignment with a specific outcome of the eLearning or mLearning course. All content is accurate. Comments: (click here→) Is between 1–3 minutes in length. 3 2 Comments: (click here→) A mixture of at least two of the following modalities: audio, slide shows, screen capture, still images, and video or animation. 6 Comments: (click here→) Visual design aspects meet ADA compliance for visual impairments. Principles of visual design provide a professional product. 4 Comments: (click here→) Audio aspects meet ADA compliance by either including closed captioning or a transcript. Sound and voices are clear and consistent in volume. 5 Comments: (click here→) TOTAL © 2019 Laureate Education, Inc. 20 pts. Page 1 of 1
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