BXL642 Innovative Design, Facilitation And Assessment Of Learning Assignment Sample SUSS Singapore

The BXL642 is an innovative design, facilitation and assessment of learning. It enables organizations to optimize their training programs by utilizing the best models from across industries while also providing leaders with the tools they need for success in strategy development at all levels within your business or government agency organization.

This course is designed to give you a competitive advantage in the marketplace through the strategic use of learning models and tools. The course begins with an overview of different approaches to organizational learning. You will learn how to select and apply the right model for your organization’s specific needs. You will also be introduced to a variety of facilitation techniques that will help you engage participants and create a dynamic learning environment.

In addition, you will learn how to assess learning outcomes and the impact of training programs on organizational performance. By the end of this course, you will have the skills and knowledge necessary to design, facilitate and assess learning programs that can make a real difference in your organization.

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Assignment Activity 1: Critique different learning and assessment models and approaches

There are a variety of different learning and assessment models and approaches out there, each with its advantages and disadvantages. Here, we’ll take a closer look at a few of the more popular ones to help you decide which might be best for you or your child.

One popular model is the Montessori Method, which emphasizes hands-on learning and encourages children to explore their environment. The disadvantage of this approach is that it can be quite expensive to implement, as it requires specialized equipment and training for teachers.

Another popular model is the Charlotte Mason method, which focuses on educating the whole child – not just their intellect, but also their emotions and spiritual side. This can be a very enriching educational experience, but it can also be quite demanding for both teachers and students, as it requires a lot of time and effort to maintain.

Yet another popular model is the Waldorf approach, which emphasizes creativity, imagination, and artistic expression. This can be a very stimulating and inspiring learning environment, but it can also be quite chaotic if not well-organized.

Assignment Activity 2: Analyse intentional and unintentional learning outcomes for learners

Intentional learning outcomes are those that learners set out to achieve deliberately, while unintentional outcomes are those that they might attain without realizing it. Both can be equally important in shaping a learner’s experience and ultimate success.

For example, a student who sets out to learn calculus might also pick up some key problem-solving skills along the way – an unintentional outcome that could prove just as valuable in the long run. On the other hand, a student who simply intends to muddle through a course might find that they end up enjoying and excelling at it, thus achieving an unexpected but very positive outcome.

In either case, it’s important for educators to be aware of both intentional and unintentional learning outcomes, and to create opportunities for learners to achieve both. By doing so, they can help learners reach their full potential and set them up for success in whatever they choose to do.

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Assignment Activity 3: Examine their stance on teaching and learning

The teaching and learning methods used in schools today are not effective for all students. Teachers pigeonhole students into traditional learning styles, where some absorb information visually and others aurally. However, everyone learns differently, so this system creates many problems. Many students become bored and checked out because they are not being stimulated in the way that best suits their needs. Others suffer from ADHD and anxiety disorders because they cannot sit still and focus on what is happening in front of them. Instead of being able to learn at their own pace and in their way, they are forced into a mould that doesn’t work for them.

The use of technology in classrooms is becoming more prevalent, but it is not being used to its fullest potential. Some schools use it as a way to give students more individualized attention, but others view it as a way to cut costs by eliminating teachers. Technology can be an amazing tool for education, but only if it is used correctly.

The current state of teaching and learning in schools is not ideal. Teachers need to be more open to new methods of teaching, and schools need to invest in the right technology. Only then will all students be able to learn in a way that is best for them.

Assignment Activity 4: Evaluate different teaching, learning and assessment approaches

Different approaches to teaching, learning and assessment can be evaluated in terms of several factors. Perhaps the most important factor is how well they meet the needs of the students. Other factors that could be considered include how engaging and effective the approach is, how well it fits with the curriculum, and how well it integrates technology (if appropriate).

One approach that has been getting a lot of attention lately is flipped learning. In flipped learning, students watch lectures or read texts at home before class, and then use class time to do things like work on problems or discuss concepts. This approach is effective in several studies, so it may be worth considering if you are looking for an alternative to traditional instruction.

Another approach that is often used in higher education is problem-based learning. In this approach, students work on real-world problems that they are likely to encounter in their future careers. This type of learning is very effective in preparing students for the workforce, so it is worth considering if you want your students to be prepared for their future careers.

Finally, if you are looking for an approach that is more tech-friendly, you might want to consider using gamification in your classroom. Gamification is the use of game elements in non-game contexts, such as using points, badges, and leaderboards to encourage students to engage with course material.

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Assignment Activity 5: Design future-oriented learning and assessment

Designing future-oriented learning and assessment is essential to preparing students for the jobs of the future. Here are some ways to do it:

1. Integrate hands-on, project-based learning into the curriculum. This will help students develop problem-solving skills and critical thinking skills.
2. Encourage creativity and innovation in the classroom. This will help students think outside the box and come up with innovative solutions to problems.
3. Use technology in the classroom. This will help students stay ahead of the curve when it comes to technology advancements.
4. Train teachers on how to design learning activities that promote future-oriented thinking skills in their students. This will ensure that all students have the opportunity to develop these skills.
5. Make sure that assessment tasks are aligned with future-oriented learning goals. This will help students understand what is expected of them and how they can improve their skills.

Assignment Activity 6: Judge the quality of peers’ future-oriented designs of learning and assessment

It’s difficult to judge the quality of peers’ future-oriented designs of learning and assessment because they may be very different from one’s own.

For example, if someone is used to traditional schooling where most learning is done in a seated, teacher-led classroom environment, then they may not be used to peer-to-peer or self-directed learning models where students learn more BY DOING than by listening to a teacher talk. So it’s natural for them to doubt the quality of peers’ future-oriented designs of learning and assessment.

On the other hand, if someone is used to more hands-on or experiential forms of learning, then they may be more open to trying out new peer-generated designs of learning and assessment.

The bottom line is that it’s important to be open-minded and willing to try out new things to judge the quality of peers’ future-oriented designs of learning and assessment.

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