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Management Education Course Design Project

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Management Education Course Design Project

Management Education Course Design Project

  • For the final course project, design a sample management education course and critically reflect on and analyze that experience. Your project should be a culmination of all you have learned about teaching from other courses. In addition, incorporate feedback you have received up to this point to clarify and improve your project. Use the Final Project Template to document the course design.Review the detailed instructions and grading criteria in the course project description to ensure you have addressed all of the project requirements.

    Submit your course design project, as well as all additional materials developed, to this assignment.

    Note:Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.

  1. The topic of management education discussed is the internal environment analysis for government digital facility online course in management education. In the field of management education for the discussion of internal environment analysis for government digital facility online, using Mobile-Learning technology as instructional technology will be significant to ensure that all the adults and young adults would get an opportunity to access the online course with a single click and will get all the instructions within a few minutes. It accessed with the help of Smartphone.
  2. This is the final project I need help project including all cover, text, and references 18 pages single line. Regarding the number of allowable pages: the limit is set at 12-15 pages of content. I will make allowances for your cover page and references. So, a max of 18 inclusive pages. References do not need double-spacing, nor does any chart, graph, or rubric. You may also single space pages 2-6, exactly as shown in the Design Document Template. On the other hand, you must double-space where shown in the template.
  • For the final course project, design a sample management education course and critically reflect on and analyze that experience. Your project should be a culmination of all you have learned about teaching from other courses. In addition, incorporate feedback you have received up to this point to clarify and improve your project. Use the Final Project Template to document the course design.

Review the detailed instructions and grading criteria in the course project description to ensure you have addressed all of the project requirements.

Submit your course design project, as well as all additional materials developed, to this assignment.

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.

  1. The topic of management education discussed is the internal environment analysis for government digital facility online course in management education.In the field of management education for the discussion of internal environment analysis for government digital facility online, using Mobile-Learning technology as instructional technology will be significant to ensure that all the adults and young adults would get an opportunity to access the online course with a single click and will get all the instructions within a few minutes. It accessed with the help of Smartphone.
  2. This is the final project I need help project including all cover, text, and references 18 pages single line.Regarding the number of allowable pages: the limit is set at 12-15 pages of content. I will make allowances for your cover page and references. So, a max of 18 inclusive pages. References do not need double-spacing, nor does any chart, graph, or rubric. You may also single space pages 2-6, exactly as shown in the Design Document Template. On the other hand, you must double-space where shown in the template.

BMGT8810 Tips and Reminders for Project Draft & Final  Be sure to use the Design Document Template as is, regardless of its shortcomings related to APA.  You must add content under all headings and sub-headings that are displayed in the template. Do not delete any or fail to add content.  Per the Template, list Optional Reading, Books, Articles, and Web Sites. You may take some from your “Required” list and move them to the “Optional” categories. You only need a few items for each category, per the template.  Refer to the Syllabus Sample Course Analysis Project Description and Scoring Guide.  You are designing a college-level course of 8 to 10 units. Units are equivalent to weeks.  Be sure your course goals and objectives are in alignment with Bloom’s Taxonomy for your learners’ grade level. Also use Bloom’s Taxonomy to match your unit objectives with goals for your course.  Only Unit 1 is required to be fully developed, in detail.  You must include a grading rubric for any assessments/activities in Unit One. See Bullet 4, under Project Requirements: Sample Course. It is located in the Syllabus Sample Course Analysis Project Description and Scoring Guide.  Regarding the number of allowable pages: the limit is set at 12-15 pages of content. I will make allowances for your cover page and references. So, a max of 18 inclusive pages. References do not need double-spacing, nor does any chart, graph, or rubric. You may also single space pages 2-6, exactly as shown in the Design Document Template. On the other hand, you must double-space where shown in the template.  The entire Appendix is theory-based. You need recent in-text citations for support, except for the Overview and Conclusion. Use citations other than from the course text, articles, or materials. • Your entire Appendix must be double-spaced. Use concise wording, and APA 6th Ed. for correct formatting. • Give your references a once over for APA formatting. See page 192 of your APA manual for referencing database information, and journals contained in databases such as ProQuest. Also review info on the use of retrieval dates — that’s also on page 192.

1 Bloom’s Taxonomy of the Cognitive Domain Capella Proprietary and Confidential Course_File_Template_Landscape.doc Last updated: 7/19/2012 2:50 PM Bloom’s Taxonomy of the Cognitive Domain Benjamin Bloom, a noted educational psychologist, worked with other educational experts to develop a classification of levels of intellectual behavior important in learning. Bloom and his team identified six levels within the cognitive domain, ranging from simple recall at the lowest level to evaluation at the highest level. Bloom’s taxonomy is an excellent tool to guide the construction of competencies and objectives. Using the taxonomy helps assure the appropriate alignment between the levels of the learners, the course, and program and degree expectations. Make sure learners have mastered content in the lower levels before teaching and testing at higher levels. For example, to write an Analysis-level course, be sure learners possess (or will learn) the appropriate Knowledge-, Comprehension-, and Application-level content prior to being tested at the Analysis level. Bloom’s Taxonomy Verbs The following table lists a variety of verbs that map to the six levels of Bloom’s taxonomy. 2 Bloom’s Taxonomy of the Cognitive Domain Capella Proprietary and Confidential Course_File_Template_Landscape.doc Last updated: 7/19/2012 2:50 PM Knowledge Remembering or recalling appropriate, previously learned information to draw out factual (usually right or wrong) answers Cite Count Define Describe Draw Enumerate Find Identify Index Indicate Label List Match Meet Name Outline Point Quote Recall Recite Record Repeat Reproduce Review Select Sequence State Tabulate Tell Trace View Write Comprehension Grasping or understanding the meaning of informational materials Add Approximate Articulate Characterize Cite Clarify Classify Compare Compute Conclude Contrast Convert Defend Describe Detail Differentiate Discuss Distinguish Elaborate Estimate Explain Express Extend Extrapolate Factor Give examples Illustrate Interact Locate Observe Paraphrase Picture Predict Report Restate Review Rewrite Subtract Summarize Trace Translate 3 Bloom’s Taxonomy of the Cognitive Domain Capella Proprietary and Confidential Course_File_Template_Landscape.doc Last updated: 7/19/2012 2:50 PM Application Applying previously learned information (or knowledge) to new and unfamiliar situations Act Adapt Administer Allocate Alphabetize Apply Articulate Assess Assign Avoid Back up Calculate Capture Change Chart Choose Classify Collect Complete Compute Construct Contribute Control Customize Demonstrate Depreciate Derive Determine Develop Diminish Discover Dramatize Draw Employ Establish Exercise Expose Express Extend Factor Figure Graph Handle Illustrate Imitate Implement Include Inform Instruct Interconvert Interview Investigate Manipulate Modify Operate Paint Participate Personalize Plot Practice Prepare Price Process Produce Project Protect Provide Report Round off Select Sequence Show Simulate Sketch Solve Subscribe Tabulate Transcribe Transfer Translate Use Utilize Analysis Breaking down information into parts, or examining (and trying to understand the organizational structure of) information Analyze Audit Blueprint Breadboard Break down Characterize Classify Compare Confirm Contrast Correlate Debate Detect Diagnose Diagram Differentiate Discriminate Dissect Distinguish Document Explain Explore Figure out File Focus Group Identify Illustrate Interrupt Inventory Lay out Limit Manage Maximize Minimize Optimize Order Outline Point out Proofread Query Relate Select Separate Size up Subdivide Summarize Train Transform 4 Bloom’s Taxonomy of the Cognitive Domain Capella Proprietary and Confidential Course_File_Template_Landscape.doc Last updated: 7/19/2012 2:50 PM Synthesis Applying prior knowledge and skills to combine elements into a pattern not clearly there before Adapt Animate Arrange Assemble Budget Categorize Code Collaborate Combine Communicate Compare Compile Compose Construct Contrast Correspond Create Debug Depict Design Develop Dictate Enhance Express Facilitate Formulate Generalize Generate Handle Import Improve Incorporate Individualize Initiate Integrate Interface Intervene Invent Join Lecture Make up Model Modify Negotiate Organize Outline Overhaul Perform Plan Portray Prepare Prescribe Produce Program Progress Propose Rearrange Reconstruct Refer Reinforce Relate Reorganize Revise Rewrite Specify Structure Substitute Summarize Validate Write Evaluation Judging or deciding according to some set of criteria, without real right or wrong answers Argue Assess Choose Compare Conclude Contrast Counsel Criticize Critique Defend Discriminate Estimate Evaluate Explain Interpret Justify Measure Predict Prescribe Prioritize Prove Rank Rate Recommend Reframe Release Select Summarize Support Test Validate Verify Reference Bloom, B., Engelhart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: Book 1, Cognitive domain. New York, NY: David McKay and Company.

Information About Your Course

Course Setting

<Insert information about your course setting. Describe for your instructor and peer readers the setting or environment for your course. What is the nature of your college or university? What is the subject and level of the course (beginning, advanced)?  Who will likely be attending your course? What ages and what generations will likely be in attendance? List anything else that will help your readers understand your specific learning environment. >

Course Syllabus

<Insert the sections below to be included in your course syllabus. You can include additional pertinent information as well.>

Course Description

<Insert a written course description for your learners in the form of a welcome message that lets them know what the course will consist of.>

Welcome to your college course, <Insert the course titlehere >.<Insert your message text here.>

Course Goals

<Insert the overall goals for your course. Address what learners should expect to take away from their experience in this course. Three to five course goals is adequate.>

To successfully complete this course, you will be expected to:

  1. <Insert competency here.>
  2. <Insert competency here.>
  3. <Insert competency here.>
  4. <Insert competency here.>
  5. <Insert competency here.>

Course Materials

Required Reading

The materials listed below are required to complete the learning activities in this course.

<Insert a list below of the materials that learners will need during the course. Two APA citation formats are shown for each subheading for inserting course materials information. You may need to list more than two items under each subheading, depending on the number of required materials chosen for the course. (Note: ISBN information for books, while not part of APA style, will help learners correctly locate or purchase the correct texts for your course.)>

Books
<Author, A. A., Author, B. B., & Author, C. C. (year). Title of book. City, ST: Publisher. ISBN: xxxxxxxxxxxxx.>
<Author, A. A., Author, B. B., & Author, C. C. (year). Title of book. City, ST: Publisher. ISBN: xxxxxxxxxxxxx.>
Articles
<Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Title of Periodical, volume#(issue#), xx–xx.>
<Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Title of Periodical, volume#(issue#), xx–xx.>
Web Sites
<Site Owner. (year). Site or page name. Retrieved from URL.>
<Site Owner. (year). Site or page name. Retrieved from URL.>

Optional Reading

The materials listed below are for optional learning activities in this course.

<Insert a list below of the materials that learners will optionally read or review during the course. Two APA citation formats are listed for each subheading for inserting the course materials information. In some cases, you may need to list more than two items under each subheading, depending on the number of optional materials chosen for the course.>

Optional Books
<Author, A. A., Author, B. B., & Author, C. C. (year). Title of book. City, ST: Publisher. ISBN: xxxxxxxxxxxxx.>
<Author, A. A., Author, B. B., & Author, C. C. (year). Title of book. City, ST: Publisher. ISBN: xxxxxxxxxxxxx.>
Optional Articles
<Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Title of Periodical, volume#(issue#), xx–xx.>
<Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Title of Periodical, volume#(issue#), xx–xx.>
Optional Web Sites
<Site Owner. (year). Site or page name. Retrieved from URL.>
<Site Owner. (year). Site or page name. Retrieved from URL.>

Course Introduction and Faculty Expectations

<Insert here anything you want to say to your learners about your own educational philosophy, teaching style, approach to the classroom,or subject. Give the learners clear explanations of what they can expect from you and what you expect from them. Also let them know of the online component of the course and anything more they will need to know to prepare themselves for this learning opportunity.>

Course Outline

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