{"id":169,"date":"2017-03-02T22:21:45","date_gmt":"2017-03-03T04:21:45","guid":{"rendered":"http:\/\/dgnal.net\/portfolio\/?page_id=169"},"modified":"2017-03-06T21:51:11","modified_gmt":"2017-03-07T03:51:11","slug":"table-of-contents","status":"publish","type":"page","link":"https:\/\/dgnal.net\/portfolio\/table-of-contents\/","title":{"rendered":"Table of Contents"},"content":{"rendered":"<p>This is a collection of the finished papers\/work that was created throughout the Adult Learning program at Colorado State University and could be used as a refresher for those familiar or as a foundational example of material an individual can use for clarity of understanding and\/or application within their own program(s).<\/p>\n<ul>\n<ul>\n<li>\n<h3><u>Foundational \/ Basics:<\/u><\/h3>\n<ul>\n<li><a href=\"http:\/\/dgnal.net\/portfolio\/about-me\/philosophy-of-teaching\/\"><strong>Philosophy of Teaching<\/strong><\/a> &#8211; this document includes some of my\u00a0early thoughts on the subject of teaching and how I&#8217;d like to take the subject &#8216;deeper&#8217;<\/li>\n<li><a href=\"http:\/\/dgnal.net\/portfolio\/scholarship\/gamification-of-learning\/\"><strong>The &#8216;Gamification&#8217; of Teaching\/Learning<\/strong> <\/a>&#8211; an early interest that I felt could combine a variety of my skillsets. \u00a0I found that what the &#8216;educational&#8217; community considers useful for games are just ways of reinforcing &amp; memorization of facts. \u00a0Broadening the impact of including games within education to actually <em>teach<\/em> principles will be a big focus of my future work.<\/li>\n<li><a href=\"http:\/\/dgnal.net\/portfolio\/case-study-is-elearning-effective-with-seasoned-sales-people-2\/\"><strong>Case Study &#8211; Is eLearning effective with seasoned sales people<\/strong><\/a> is at the heart of answering the question of modernization and corporate America. \u00a0We need to continue a focus on better ways educate our sales force with shrinking resources. \u00a0As was explained within this paper, there were very few case studies\u00a0of actual success\/failure with the Corporate fields and I believe should be continued to be researched to answer definitely what works and what might not work in this area.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/ul>\n<ul>\n<ul>\n<li>\n<h3><u>Examples:<\/u><\/h3>\n<ul>\n<li><a href=\"http:\/\/dgnal.net\/portfolio\/rubric-of-a-musical-performance\/\"><strong>Rubric of a Musical Performance<\/strong><\/a> &#8211; How can you have a uniform evaluation of an event that could totally be subjective between a variety of &#8216;graders&#8217;? \u00a0The use\u00a0of a rubric helps to remove the subjectivity and this example might help to spur on thinking of applications to other events.<\/li>\n<li><strong>Class Room Assessment &#8211;\u00a0<\/strong>these three papers represent different approaches than an instructor can use to obtain iterative feedback about how well the students are learning the material (and stop the typical &#8216;shutdown&#8217; of a student when they feel they don&#8217;t get it). \u00a0These techniques are only three of many ways to poll students thoughts about the course allowing the instructor to make minor course corrections to raise overall knowledge transfer.\n<ul>\n<li><a href=\"http:\/\/dgnal.net\/portfolio\/class-room-assessment-the-minute-paper\/\"><strong>The Minute Paper <\/strong><\/a><\/li>\n<li><a href=\"http:\/\/dgnal.net\/portfolio\/class-room-assessment-interest-knowledge-skills-checklist\/\"><strong>Interest \/ Knowledge \/ Skills Checklist<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/dgnal.net\/portfolio\/class-room-assessment-teach-designed-feedback-forms\/\"><strong>Teach Designed Feedback Forms<\/strong><\/a><\/li>\n<\/ul>\n<\/li>\n<li><a href=\"http:\/\/dgnal.net\/portfolio\/instructional-design-three-day-multi-location-example-of-a-new-product-introduction\/\"><strong>Instructional Design &#8211; Three Day, Multi-Location example of a New Product Introduction<\/strong> <\/a>was probably the largest project that I took on during my coursework. \u00a0This paper delves into the mindset of how to &#8216;train the trainer&#8217; and pull a course together (or in my case quite a few courses) that someone else will be teaching. \u00a0This holistic view of AET forces the Instructional Designer to have to account for a large number of variables that may arise within a learning opportunity and provide pro-active documentation to prepare someone else with the &#8216;what to do next&#8217; steps for a successful class opportunity.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>\n<h3><u>Miscellaneous:<\/u><\/h3>\n<ul>\n<li><a href=\"http:\/\/dgnal.net\/portfolio\/personal-reflection-on-the-book-entitled-courage-to-teach\/\"><strong>a personal reflection on the book entitled, &#8220;Courage to Teach&#8221;<\/strong><\/a> &#8211; if I could only include one paper in which to refer back and be encouraged to continue &#8216;the fight&#8217;; it would be this one. \u00a0The book touched on so many of the subjects of teaching overall, I consider it a &#8216;must read&#8217; for anyone in the field. \u00a0I don&#8217;t want to lose touch with the things learned from reading it.<\/li>\n<li><a href=\"http:\/\/dgnal.net\/portfolio\/technology-for-distance-learning-kubi-vs-google-hangouts\/\"><strong>comparison &amp; usage of technology for distance learning &#8211; Kubi vs Google Hangouts<\/strong><\/a>\u00a0was for me one of the most fun to be engaged with as it struck the engineering\/technological side of my person along with how to combine it with a learning opportunity. \u00a0While we investigated the current &#8216;tech&#8217; available to the field &#8211; we also discussed principles of use that should form the foundation of any technology in an AET type learning environment.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>This is a collection of the finished papers\/work that was created throughout the Adult Learning program at Colorado State University and could be used as a refresher for those familiar or as a foundational example of material an individual can use for clarity of understanding and\/or application within their own program(s). Foundational \/ Basics: Philosophy &hellip; <a href=\"https:\/\/dgnal.net\/portfolio\/table-of-contents\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Table of Contents<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-169","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/dgnal.net\/portfolio\/wp-json\/wp\/v2\/pages\/169","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dgnal.net\/portfolio\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/dgnal.net\/portfolio\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/dgnal.net\/portfolio\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/dgnal.net\/portfolio\/wp-json\/wp\/v2\/comments?post=169"}],"version-history":[{"count":8,"href":"https:\/\/dgnal.net\/portfolio\/wp-json\/wp\/v2\/pages\/169\/revisions"}],"predecessor-version":[{"id":280,"href":"https:\/\/dgnal.net\/portfolio\/wp-json\/wp\/v2\/pages\/169\/revisions\/280"}],"wp:attachment":[{"href":"https:\/\/dgnal.net\/portfolio\/wp-json\/wp\/v2\/media?parent=169"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}