Discussion 2

From the e-Activity, analyze the ways in which the Understanding by Design (UbD) framework influenced your thought process when designing the instructional objectives. Determine the benefits of following the UbD framework. 

From the case study, examine the knowledge, tasks, and attitudes that are required for the employees to master. Propose two (2) actions that Abby can take in order gather information for training for the steel blanker machines.

From the e-Activity, analyze the ways in which the Understanding by Design (UbD) framework influenced your thought process when designing the instructional objectives. Determine the benefits of following the UbD framework.

Discussion 1

Select one (1) of the types of learner characteristics. Propose two (2) approaches to achieving instructional objectives that address the properties of this learner characteristic. Support your response with two (2) real-world examples.

This can be referenced with chapter 3 in Morrison’s text starting page 50 such as general characteristics, specific entry characteristics, learning styles, academic information, personal and social characteristics, culturally diverse learners, learners with disabilities, and adult learners.

Create the tasks for the trainer for your final project. Using the six (6) structures listed in the text, select one (1) and specify how it relates to the responsibilities of the trainer. Provide a rationale for your response.

Think – You are writing these three assignments as like you are creating a training manual, so future trainers can use to train future workers.  Thus, what tasks will you have your trainer do?

The six tasks can be referenced to Morrison’s text on page 75:  facts, concepts, principles and rules, procedures, interpersonal skills, and attitudes.