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.
When considering the instructional strategies of chunking, framing, content mapping, advanced organizers, and mnemonics, what Web 2.0/3.0 tools might you suggest being used to enhance the strategy for your learners’ resources? Review the following sites for additional help:
From the tools that you suggested in Part 1, which one do you personally use the most? Share its benefits to you and your learners. Why is it harder for an adult to use new technologies than it is for a child? Does Internet accessibility widen or narrow the knowledge gap between ethnic or economic groups within the United States? What about access to highly portable network devices, such as tablets or cell phones? How important are these tools in instructional design or instructional delivery?
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.
Schrock, K. (2020). Kathy Schrock’s guide to everything. Retrieved from http://www.schrockguide.net
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