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Brain Part Infographic

STEP 1: Pick a part of the brain you learned about in this module that you would like to learn more about. Do some background research. You can use your eBook or do some research on the internet. Internet sources should be scholarly.

STEP 2: Pick some aspect of your research and show it off! Pick out some of the details about the part of the brain, the result from an experiment, the importance of some research, or pull out some favorite insights, graphs, or charts—whatever you choose (NOTE: You do not have to summarize all of your research). Your objective is to create an interesting visual (think infographic) so that an outside observer could quickly learn at least three new things by looking at it. It must include at least 2 images (pictures, charts, and graphs all count as images) and some text.

You must do original work here. If you copy and paste an infograph from the internet, that’s plagiarism and it will result in a zero. Since this assignment is worth more than other RAs, you should put effort into this assignment, but please do not feel overwhelmed by creating a visual. There are tools out there to make your information look good and presentable that require no skill or knowledge of graphic design. You can think of it as making a simplified “poster” about either a part of the brain or a study that teaches about that part of the brain. You may design the poster in any medium you desire, including Microsoft Word, PowerPoint, Photoshop, or one of the following programs:

Sample Solution

tion plays an important role in student engagement. Saeed and Zyngier (2012) contend that in order to assess student motivation, researchers should also have to examine engagement in and as part of learning. This manifests that there is a relationship between student motivation and engagement. As support to this relationship, Hufton, Elliot, and Illushin (2002) believe that high levels of engagement show high levels of motivation. In other words, when the levels of motivation of students are high that is when their levels of engagement are also high. Moreover, Dörnyei (2020) suggests that the concept of motivation is closely associated with engagement, and with this he asserted that motivation must be ensured in order to achieve student engagement. He further offered that any instructional design should aim to keep students engaged, regardless of the learning context, may it be traditional or e-learning. In addition, Lewis et al (2014) reveal that within the online educational environment, students can be motivated by delivering an engaging student-centered experience consistently. In the context of Student-Teacher Dialectical Framework embedded with Self-Determination Theory, Reeve, J. (2012) reveal three newly discovered functions of student engagement. First, is that engagement bridges students’ motivation to highly valued outcomes. Second, is that student engagement affects the future quality of learning environment especially in the flow of instruction, the external events it has, and the teacher’s motivating style. Third, is that student engagement changes motivation, which means that engagement cause changes in motivation in the future. This highlights that student motivation is both a cause and a consequence. This assertion that engagement can cause changes motivation is embedded on the idea that students can take actions to meet their own psychological needs and enhance the quality of their motivation. Further, Reeve, J. (2012) asserts that students can be and are architects of their own motivation, at least to the extent that they can be architects of their own course-related behavioral, emotional, cognitive, and agentic engagement. Synchronous and Asynchronous Learning
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