21 May Upload two lessons to the Canvas learning management system. Your goal is to create an interactive and engaging learning environment for students by providing well-structured lessons with a
upload two lessons to the Canvas learning management system. Your goal is to create an interactive and engaging learning environment for students by providing well-structured lessons with additional resources and opportunities for interaction and discussion.
Use the how-to document linked above and the foundational concepts you developed in the Week 6 activity to complete this assignment.
- Build two lessons in Canvas, each including the following:
- Develop engaging welcome messages for each lesson.
- Develop clearly stated learning objectives for each lesson.
- Choose at least one informative, engaging video resource to include in each lesson. This video resource could be a TEDtalk, YouTube video, news video, etc. Videos bring another level of engagement to your course, and practicing how to embed them is key to making the course flow easily.
- Choose an additional relevant resource, other than a video, to include in each lesson. This content could be created by you or found online, and could include a link to an article or case study, notes from the instructor, an interactive simulation, a practice exercise, annotated PowerPoint slides, etc.
- Develop a discussion thread for each lesson, incorporating a thought-provoking question or prompt to be included in each.
Following the instructions in the how-to document, enroll your instructor in your course. Take a screenshot of the completed invitation.
Complete this assignment by submitting a document that includes:
- The title of your course using the following format: Pat_Smith_Introduction_to_Social_Science
- The course ID using the following format: PatSmith_ISS100
- The screenshot you took of the course invitation to your instructor
1
Courtney Hopkins
Week 6
Online Course Foundation Plan
Professor Teresa Harvey
May 10, 2024
2
"Digital Literacy: Navigating Technology in the Modern World"
1. Main Components and Course Goals:
Goal 1: Empower learners with the competency to assess and incorporate different
electronic tools and media sources into their personal growth and career path.
Goal 2: Foster learners’ knowledge pertaining to digital safety and ethics to surf the
internet cleanly and ethnically.
Goal 3: Develop learners’ capacity to produce and distribute digital content competently,
which is one of the major branches of digital creativity and communication skills.
2. Characteristics of Target Learners and Their Challenges:
Learner Characteristics: Adult students who need greater online navigation and
communication competence for purposeful promotion or personal growth.
Challenge 1: Insufficiently familiarized with different tools from the digital world, which
may negatively impact the first reaction (Buchholz, B. A., 1).
Challenge 2: Balancing studies with other aspects of life: professional duties, family, and
learning that require a variety of options to be tackled in a limited amount of time.
Challenge 3: The convenience of different levels of technological comfort and skills
among learners creates the need for individualized learning routes.
3. Learning Outcomes:
3
Students will be aware of, assessed, and guided by suitable digital tools for different
tasks.
Learners will comprehend and utilize digital safety steps to secure the information they
share online.
The learners will demonstrate their capacity to apply ethics in digitally obtaining and
communicating information.
Students will create digital media using some design theory. They will also distribute the
message to media people (Polizzi, G. 2).
A discussion will be conducted with students for a critical evaluation of digital media and
its influence on societies.
Students will work jointly with peers rather than in a physical classroom, but it can still
drive students' learning and project development.
4. Primary Learning Theory: Constructivism
Rationale: Constructionism emphasizes learning as a process where knowledge is
obtained by players as they handle various tasks in the game (Guess, A. M., 3). In digital
literacy, which is practically based, this theory enables learners to build new consciousness as
they connect with technology, consequently promoting a more profound understanding and
retention.
5. Motivational Strategies:
Strategy 1: Gamification tools such as badges and leaderboards would help to increase
engagement and motivation due to their short-term reward and recognition.
Strategy 2: Real-world projects with learners who are able to implement skills while in a
relevant context, which leads to the content being of value at all and can be applied.
4
Strategy 3: Learning activities that are collaborative, such as peer reviews and group
projects, have the aim of raising community learning spirit and motivating learners through
social interactions.
5
References
1.Buchholz, B. A., DeHart, J., & Moorman, G. (2020). Digital citizenship during a global
pandemic: Moving beyond digital literacy. Journal of Adolescent & Adult Literacy, 64(1), 11-17.
2.Polizzi, G. (2020). Information literacy in the digital age: Why critical digital literacy
matters for democracy. Informed Societies: Why information literacy matters for citizenship,
participation and democracy, 1-23.
3.Guess, A. M., & Munger, K. (2023). Digital literacy and online political
behavior. Political science research and methods, 11(1), 110-128.
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