Assignment 2: Flexible learning experience

Weight: 30%
Due: 06 May 2015
Length: 1500 words

Task description

For this assignment you will experience flexible learning design as a learner, share your experiences with class colleagues, evaluate the flexible learning experience that you selected, and reflect on what you have learned about flexible learning design through the experience.

  1. Begin with a simple needs analysis in which you assess your own learning needs and decide upon something that you would like to learn through a flexible learning experience. That might be something, such as some aspect of media creation, learning management system operation, or web development, that would be helpful in completing this course. Alternatively, it might be a language or some aspect of a hobby that interests you. The actual content does not matter for the purposes of this assessment task but it should be something that interests you, that you think can be learned through a flexible learning experience, and that has the potential to enable you to meet the criteria listed in the marking guide below.
  2. Give some consideration to the presentation mode(s) that might suit your flexible learning needs. Will you learn mostly at a desk in your home or office using a desktop computer? Will you want your learning to be mobile and, if so, what sort of device will you use? What sort of media will best support the content and/or your learning preferences? These and other questions will inform your search for a suitable flexible learning experience.
  3. Using your thinking from the previous steps for guidance search for a suitable flexible learning experience and make your selection. The following sites offer access to free learning opportunities: Learnable, Learnist, Grovo, Memrise, Duolingo, ShowMe, Snapguide, Codecademy, KhanAcademy, Udemy, LearnThat, MOOCs, Open Education Consortium, and OERu. That list is not exhaustive. There are many sources of free learning on almost any topic and other sources at variable costs. The quaility and suitability for your purposes will vary. For this assignemnt your task is to experience and evaluate so a less than optimal choice need not affect your result in the assessment.
  4. Establish a method that you will use to share your learning experience with colleagues in the class (and more widely if you wish). Posting to a blog as you work through this process will maintain a record that you can use in writing your report and will enable members of the class to learn from the experiences of others. A class group has been established in the USQ eportpfolio system (Mahara). You should join that group and share a page from your eportfolio with the group. That page should provide some basic information about you and the flexible learning experience are evaluating along with your blog posts about the flexible learning experience. You can use the blog/journal that is part of Mahara or a blog you have established outside Mahara. A sample page demonstrates the possibilities.
  5. Prepare and submit a final report that addresses the criteria in the marking guide below. You should report on deciding what to learn, locating and selecting a flexible learning experinece, sharing your experiences with colleagues, evaluation of content and presentation of the flexible learning experience, and what you learned about flexible learning design in the process.

The report will be assessed using the marking guide below. Marks out of 4 for the 7 criteria will be summed to a total out of 28 and scaled to a mark out of 30.

Deliverable(s)

Your submission should be a single document comprising the required elements of the proposal. Acceptable file formats are, in order of preference, DOCX, DOC and RTF. Name your submission file simply assign2 + the relevant extension, that is, assign2.docx, assign2.doc, or assign2.rtf. The assignment system will ensure that your file is adequately identified. There is no need to add a cover sheet or copy of the marking guide.

Marking guide

The marking guide below indicates the standards that will be applied in grading each element:

Element Exemplary
[4]
Exceeds requirement
[3]
Meets requirement
[2]
Less than required
[1]
Inadequate
[0]
Needs analysis The report explains how knowledge of the learner, learning context, learning need, and relevant theory was used to guide a search for a flexible learning experience. The report describes how knowledge of the learner, learning context, and learning need was used to guide a search for a flexible learning experience. The report identifies some key characteristics of the learner, learning context, and learning need that guided search for a flexible learning experience. The report identifies some factors that guided search for a flexible learning experience. The report does not identifiy factors that guided search for a flexible learning experience.
Search and selection The report explains, with reference to relevant theory, how a flexible learning experience was located and selected to meet the identified needs. The report describes how a flexible learning experience was located and selected to meet the identified needs. The report identifies the method(s) used to locate a flexible learning experience and the selected source. The report fails to identify the method(s) used to locate a flexible learning experience or the selected source. The report fails to identify the method(s) used to locate a flexible learning experience and the selected source.
Sharing of learning experience The report explains, with examples and reference to relevant theory, how the experience of flexible learning was shared with colleagues throughout the process. The report describes, with examples, how the experience of flexible learning was shared with colleagues throughout the process. The report includes evidence of the learning experience being shared with colleagues at least twice during the process. The report includes evidence of the learning experience being shared with colleagues less than twice during the process. The report does not include evidence of the learning experience being shared with colleagues.
Evaluation of content The report explains, with examples and reference to relevant theory, how the content of the flexible learning experience contributed, or not, to meeting the identified learning needs. The report describes, with examples, how the content of the flexible learning experience contributed, or not, to meeting the identified learning needs. The report includes comment about the content of the flexible learning experience in relation to the identified learning needs. The report includes comment about the content of the flexible learning experience without reference to the identified learning needs. The report does not comment on the content of the flexible learning experience.
Evaluation of presentation The report explains, with examples and reference to relevant theory, how the presentation of the flexible learning experience contributed, or not, to meeting the identified learning needs. The report describes, with examples, how the presentation of the flexible learning experience contributed, or not, to meeting the identified learning needs. The report includes comment about the presentation of the flexible learning experience in relation to the expected learning. The report includes comment about the presentation of the flexible learning experience without reference to the identified learning needs. The report does not comment on the presentation of the flexible learning experience.
Reflection on learning The report explains, with examples and reference to relevant theory, what was learned about flexible learning design through the experience. The report describes, with examples, what was learned about flexible learning design through the experience. The report includes comment on what was learned about flexible learning design through the experience. The report includes comment about what was learned through the experience. The report does not comment on what was learned through the experience.
Professional presentation All elements of the submission exemplify high professional standards for communication with sophisticated use of language and accurate acknowledgement of all sources. All elements of the submission demonstrate good professional standards for communication with no lapses in language conventions and acknowledgement of sources. All elements of the submission adhere to professional standards for communication with no significant lapses in language conventions and appropriate acknowledgement of sources. Most elements of the submission adhere to appropriately professional standards for communication with few significant lapses in language conventions and appropriate acknowledgement of most sources. The submission does not adhere to appropriately professional standards for communication, includes several significant lapses in language conventions, and fails to acknowledge sources.