MUST HAVE INTRODUCTION, SUBHEADINGS AND CONCLUSION
Assignment • Continue to build your plan based on the introduction you created in your last assignment. (See Below). • Tell the audience your reasons for using an instructional plan. • Be sure to describe what types of instructional resources you are creating. • Align the chosen ID model to your organization (for example, if you are working in a K-12 school environment, student learning needs and learning objectives may be driven by state or federal performance standards; versus, if you are working in a non-profit organization and training adults, the learning needs of your adult learners may be driven by a “gap analysis” or “business objectives” identified by the organization). • This section should be 3 pages. • Include a reference page. Additional Information Begin with an outline of your project. Tell the audience your reasons for using an instructional plan. Description of your Instructional Event or Course – The instructional plan being presented is a college-level Political Science course Also, be sure to describe what types of instructional resources you are creating. Include an explanation of who has authorized or funded the instructional event or course you propose, and what they expect. Finally, once you have introduced the instructional event or course, you will align it to an ID model of your choice. Assignment Expectations To receive maximum credit, you must demonstrate understanding of context and purpose of the assignment by bringing all required elements (described above) to the discussion, and meeting additional expectations (described below). Cite a minimum of four sources and incorporate them into your paper. It is expected that you analyze and synthesize, not merely summarize, sources. The reference page and overall paper must be formatted properly in APA format and style include a strong introduction, subheaders and conclusion. *Last Assignment Introduction Student Population & Needs Assessment The instructional plan being presented is a college-level political science course. The political science course targets college students in other areas of specialization. The introductory course will provide the students with the fundamental knowledge on the key aspects of political science. The student population is not expected to have extensive knowledge of political science. The training program will begin by assessing the current beliefs and attitudes of the students towards the position and value of political science. The objective of the learning needs assessment is to establish the knowledge gaps that can be addressed through the training program (Spooner et al., 2007; Edwards et al., 2014). Learning Objectives The specific learning objectives are: • To introduce the students to the key concepts in political science • To introduce the students to some of the major political ideologies and philosophies • To introduce the students to governance and the different forms of government • To define and explain the role of interest groups • To explain the role of mass media in politics and the evolution of mass media • To provide an overview of international relations theories Instruction Type The type of instruction used should be aligned with the course objectives and student attributes (Savery, 2008). The training will be in the form of an 8-week course. The students who enroll for the course will have up to 60 contact hours with the instructor. The instructor will have three teaching sessions that will be scheduled at the convenience of the learners, instructor, and the faculty. Instructional Materials The main text that will be used for the course is Shively Phillips’ Power & choice: An introduction to political science. The students will also need internet to access online libraries and other credible scholarly journals and articles. Performance-Based Outcomes The expected outcomes of the eight-week course that will be evaluated include; • Awareness of political science concepts and theories such as majority rule, pluralist theory, bureaucratic theory, and individualism • The student’s ability to identify and describe the political philosophies and ideologies of Plato and other early philosophers • Students ability to articulate the role of governance and differentiate the different forms of government • The knowledge of the role and influence of lobby groups and interest groups in the politics and legislature of the US • Knowledge of the role of mass media in politics and the evolution with the introduction of social media • Ability to identify the relationships between the different topics covered in during the course. • Ability to relate the covered topics to the current events in the domestic and international context • Ability to relate the covered political science topics with the area of specialization of the students Evaluation Strategies The evaluation strategies selected by an instructor should provide an opportunity to continuously assess progress and adjust course objectives and instruction materials as necessary (Barkley, Major & Cross, 2014). The learners will be evaluated during and at the end of the 8-week course. The students will engage in weekly discussions that are based on the topics covered during the week. The discussion questions will provide the learners with an opportunity for peer-to-peer interaction and allow them to explore other external scholarly materials associated with the topics. Each student will also complete an individual assignment that links the covered topic to the prevailing political environment. Other than the individual critical thinking assignments, the students will complete a group assignment in week 4. The students will select a topic that ties the current political events to one of the topics of the course and completes the task in groups of 5-7. The students will select a political science topic in week 7 and complete for submission at the end of week 8 upon instructor’s approval. The students will be provided with rubrics for the discussions and assignments. Required Reading Akella, D. (2010). Learning together: Kolb’s experiential theory and its application. Journal of Management and Organization, 16(1), 100-112. Connell, C., Hoover, G., & Sasse, C. (2001). Using the ARCS model to design motivating curriculum. Allied Academies International Conference Academy of Educational Leadership Proceedings, 6(), 119-123. Retrieved March 2013 from ProQuest. Darryl, L. S. (2008). Section III: Designing and developing effective learning – chapter 10: Instructional design models and learning theories. Alexandria, United States, Alexandria: American Society for Training and Development. Retrieved March 2013 from ProQuest. Huett, J. B., Moller, L., Young, J., Bray, M., & Huett, K. C. (2008). Suporting the distnt student: The effect of ARCS-based strategies on confidence and performance. Quarterly Review of Distance Education, 9(2), 113-126,219-221. Retrieved March 2013 from ProQuest. Kranch, D. A. (2008). Getting it right gradually: An iterative method for online instruction development. Quarterly Review of Distance Education, 9(1), 29-34. Retrieved March 2013 from ProQuest. Ogawa, M. C. (2008). Exemplary undergraduate teaching assistant instructional practices as framed by the ARCS model of motivation. University of Hawai’i at Manoa). Retrieved March 2013 from ProQuest.
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