Superior Essay Writers | Orienting Your Online Learners

Orienting Your Online Learners

Question 1
The institution for which you are teaching online is considering developing a Level 1 orientation to online learning and has formed a committee to research the matter. You know how important an orientation to online learning is, so you have volunteered to serve on the committee. At the first meeting, the committee chair asks for reasons why the institution should develop an orientation to online learning.
What would you say? Cite sources to support your answer.
Your answer to the question:
Your facilitator’s feedback on your answer to the question:
Your revised answer to the question (if necessary):
Question 2
Option 1: After hearing all the reasons in support of developing an orientation to online learning, the committee has decided that it will indeed develop one. You’ve agreed to continue serving on the committee, which is now planning the orientation. Each committee member has been asked to make recommendations on the following items:

What to include in the [Level 1] orientation
How to conduct the orientation
If the orientation should be optional or required
What would your recommendations be, and why? Cite sources to support your answer.
Option 2: If your institution already offers a Level 1 orientation, describe:
What is included
How it is conducted
What it does well
QM is about continuous improvement. In the spirit of continuous improvement, and based on what you have learned in the workshop, what recommendations would you make to improve your institution’s Level 1 orientation? Cite sources to support your answer.
Your answer to the question:
Your facilitator’s feedback on your answer to the question:
Your revised answer to the question (if necessary):
Question 1
The institution for which you are teaching online is considering developing a Level 1 orientation to online learning and has formed a committee to research the matter. You know how important an orientation to online learning is, so you have volunteered to serve on the committee. At the first meeting, the committee chair asks for reasons why the institution should develop an orientation to online learning.
What would you say? Cite sources to support your answer.
Your answer to the question:
Your facilitator’s feedback on your answer to the question:
Your revised answer to the question (if necessary):
Question 2
Option 1: After hearing all the reasons in support of developing an orientation to online learning, the committee has decided that it will indeed develop one. You’ve agreed to continue serving on the committee, which is now planning the orientation. Each committee member has been asked to make recommendations on the following items:
What to include in the [Level 1] orientation
How to conduct the orientation
If the orientation should be optional or required
What would your recommendations be, and why? Cite sources to support your answer.
Option 2: If your institution already offers a Level 1 orientation, describe:
What is included
How it is conducted
What it does well
QM is about continuous improvement. In the spirit of continuous improvement, and based on what you have learned in the workshop, what recommendations would you make to improve your institution’s Level 1 orientation? Cite sources to support your answer.
Your answer to the question:
Your facilitator’s feedback on your answer to the question:
Your revised answer to the question (if necessary):

Sample Solution

regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can change broadly (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option huge pieces right away, somewhat that as each piece turns out to be more natural, it very well may be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are ‘recoded’ and allocated to lumps. Consequently the ends that can be drawn from Miller’s unique work is that, while there is an acknowledged breaking point to the quantity of pieces of data that can be put away in prompt (present moment) memory, how much data inside every one of those lumps can be very high, without unfavorably influencing the review of similar number>

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