Using and Applying Badrul Khan`S Web-Based Framework - Assignment Example

Using and applying Badrul Khan`s web-based framework Using and Applying Badrul Khan`S Web-Based Framework Badrul Khan`s web based learning framework is designed for use by institutions offering online based programs to enable them to evaluate the programs and the abilities and functionality of the institution as a whole in order to maximize on the quality of output. The full evaluation process is made up of eight dimensions each of which is composed of between fifty and seventy questions that re diagnostic in nature. These dimensions are: the pedagogical dimension which focuses on the content of the program, the targeted group of students, the goals of the organization and the strategies which are employed in achieving the said goals. The appropriateness or lack thereof of the learning environment, needs of the learners and how they are addressed are also assessed under this dimension; technological dimension which analyzes the technical aspect that will facilitate the learning process. These include the software, hardware, infrastructure and tools of communication. Identification of the most appropriate learning management system is also put into consideration; the interface dimension which assesses the general look and user friendliness of a program from the eyes of the students. This assessment is done using 5 sub-dimensions; the evaluation dimension which focuses on assessing the progress of students who have enrolled the work, efficiency of the instructors and facilitators and how the content is selected, developed and rolled out to students. It also assesses the suitability of the learning environment; the Management dimension which evaluates the ability of the institution to maintain the system and keep the learning process active at all times and through different regimes. In addition, it evaluates other managerial functions such as budgeting, security and staffing; resource support dimension which assesses the human, technical and support resources that are at the disposal of the students and their adequacy or inadequacy ; the ethical dimension which looks into the personal, social, political and legal issues pertaining to students and the effects that these factors may have on the learning process; and the institutional dimension which covers administrative, academic and student services affairs that are relevant to the learning process. This dimension generally covers registration and payment of fees by students, allocation of sponsorships to students, grades of students, support stuff, alumni affairs and library sources among other equally important aspects. Spanish II from the K12 institution is my course of choice because I wish to expand my knowledge and mastery of the language. I chose Spanish because I have personal interest in the language in addition to the little background information that I possess. Learning to communicate effectively in the language gives me an advantage in the job market. It also broadens my interaction and social scope because I can communicate to Spanish speaking people who are not fluent in English. Learning of a different language is also opens up one`s mind due to the exposure and learning about different cultures. 1. Does the course provide clear instructional goals (or are clear learning outcomes specified?) The course overview clearly specifies the learning objectives that are intended for the student by the end of the course. By the end of the program, students taking Spanish II are expected to be able to read and comprehend passages written in Spanish. They are also expected to be able to express themselves effectively verbally and in writing. Towards the end of the program lessons and interactions with the facilitator will be conducted almost exclusively in Spanish and it therefore the objective of the course that by this point, the students will have adequate knowledge of the language. This information is indicated in the overview of the course and therefore is easily seen by anyone who may be interested in taking the course. 2. If appropriate, are objectives for each section of the course clearly specified? Learning objectives for each unit are clearly specified and easily understood by the student who can use them to assess themselves. Each unit has a complete set of interactive and engaging learning activities that encompass various language sectors. A new vocabulary theme and grammar concepts are introduced at every level and the objective is to expand the student`s knowledge of the language by the newly introduced vocabulary theme and grammar concepts. Through a series of interactions, each unit also aims to improve the general verbal and written communication of the students. 3. What is the instructor’s role? The instructor is a facilitator and he also performs didactic roles. He is solely responsible for introduction of new concepts in the course and teaching the same to the students. On the other hand, he facilitates the learning activities that are done at each level and also facilitates interactions between himself and the students and among the students themselves. The instructor`s role is balanced such that he is not more of a facilitator than a teacher or the other way round. 4. If the course design allows the instructor to serve as facilitator, how/where does facilitation occur? The facilitator generally guides the students through the entire course giving them step by step assistance to the very end. He engages the students on a personal level so as to assess them at an individual level. He initiates conversations with the students to prompt then to exercise what they have learnt. He also initiates group conversations among students to encourage them to interact with one another. He however controls these interactive sessions to make sure that the full scope of the learning objectives are covered. In addition to all these, he is also responsible for monitoring the progress of each student so as to give personal attention and extra assistance where needed. 5. Does the course provide clear directions of what learners should do at every stage of the course? At every stage, students are expected to grasp the new concepts that have been introduced and to demonstrate their understanding through interactive platforms. The facilitators provide guidance on what the students should do to enhance their learning. Some of the activities that the students are engaged in include: reading, writing and listening activities; interactive activities; multimedia cultural presentations; and interactive activities. All activities are not applied to every section and it is the work of the facilitator to choose those which he sees fit per a learning objective. What is standard and seen all through the stages is that the students are expected to submit examples of conversations that address the concept learnt. 6. Does the course provide a sense of continuity for the learners (I.e., each unit of the lesson builds on the previous unit where appropriate) Learning a language requires a progressive approach. Each concept that is introduced builds on what was learnt previously in the same course or at the previous class level. At each progressive level, the reading and comprehension that is required is also expanded to cover a scope that is more than the previous level and therefore there is a great sense of continuity from one lesson to the next. However, there are lessons which are not an expansion of any previous lesson. These lessons are those that introduce concepts that are completely new and as such have not been done before. These lack the continuation aspect in general but the reading and comprehension part of the lesson has the continuation aspect. 7. Does this course utilize a matrix of media to create a rich environment for active learning? The course facilitates learning through two different platforms. The internet which is the official media used in the learning process is used for official communication from the facilitator and for submission of tests by the students. Hypertext is also largely used due to the instant way of communication that it offers. It is largely used for group interactions, one on one interaction with the facilitators and verbal communication. 8. Does the course exploit the flexibility of the hypertext/hypermedia environment of the web? This is the main interaction platform that the students use to communicate with each other just like students in a conventional school would do. Flexibility in hypermedia is fully utilized by the course in that the facilitator uses this platform to interact with the students. Audio and video files are also shared on this platform. References (2014, November). Retrieved November 11th , 2014, from k12: www.k12.com/courses/high-school-courses/spanish-ii-comprehensive-wlg200 Read More