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As Draus, Curran, and Trempus (2014, p. 244) suggest, video content can include:
In addition to these elements, a multimedia piece may also include a mixture of audio, slide shows, screen capture software, images, and video or animation. Think about how each of these elements aids and supports student learning. Think how you might incorporate one or more of these ideas into your eLearning course.
For this Assignment, you will begin constructing a multimedia piece that will help participants of your eLearning course meet a course outcome and support their successful completion of the course. Note again that you will have three weeks to build your multimedia piece.
To prepare:
Read Stavredes and Herder (2014, pp. 98–114), Whiteside et al (2017, Chapters 6–9), and Martin, Wang, and Sadaf (2018) in this module’s Learning Resources and reflect on the purpose of your eLearning course. Consider what it is that course participants will be learning, and how a multimedia piece might aide their understanding and success within the course. Then, brainstorm, storyboard, and create the multimedia piece and embed it into your eLearning course. Additionally, be sure to check the “Section 508 Reference Guide” website in this module’s Learning Resources to ensure your multimedia piece meets ADA compliance standards.
Setting Up an eLearning Course
1
COURSE SYLLABUS
COURSE NAME: BUSINESS ENTREPRENEURSHIP 101
CREDIT HOURS:2
START AND END DATES:6/27/2021-7/31/21
VIRTUAL LEARNING
COURSE LOG IN:
FACILITATOR
DR. ERICA EVANS
Erica.evans3@waldenu.edu
904.250.7363
_____________________________________________________________________________
COURSE DESCRIPTION:
Business Entrepreneurship 101 is a three-week course offered to learners who are
affected by learning disability (LD) Dyslexia – also referred to as a reading disorder or
disability. It is a language-based disability whereby individuals have difficulty comprehending
written words. The ADDIE model was used as a foundation and consisted of elements such as
the analysis, design, development, implementation, and evaluation phases and structure that
facilitate collaboration in e-learning to encourage engagement and the community of inquiry.
As a professional development course, its purpose is to encourage entrepreneurship amongst this
community of students. The applied delivery method Barton Program will ensure that learning is
accessible to learners and is user-friendly. Its design facilitates reading applications for learners
and instructors using Orton Gillingham’s approach, which allows the student to read and decode
words. The three-week course overall learning outcome should result in students obtaining a
certification as a small-business entrepreneur.
Learning Outcomes (LOs)
1. Week One:
Analyze the design of the course for accessibility skills needed for adaptability using the Barton
Program and Determine the Business interests and skills needed to become successful.
2. Week Two:
Research business competition and determine the competitive advantage to make the proposed
business stand out from other businesses.
3. Week Three:
Setting Up an eLearning Course
2
Know the difference between services vs. product business and determine and offered to the
consumers.
ASSESSMENTS
There are varying formative or and summative assessment tools used to develop
Learner competency. Each outcome facilitates feedback, as each learner’s skills are varied. For
each outcome, the self-assessments will provide learners with guidance for improved efforts and
focus. Additionally, the expected that students expected to complete quizzes to determine their
level of adaptation to the delivery method of the Barton Program.
Two Content-Related Discussion Post
As an entrepreneur of residential and janitorial cleaning services, consider the factors that
contributed to becoming an entrepreneur, and reevaluate the business activities by responding to
the following:
Discussion Week 1-Business Strategies
1. What would practical strategies used to win over and keep customers?
2. Would networking with other companies generate savings with overhead costs or
workload?
3. What services would outsource without reducing the services or quality?
Discussion Week 2-Setting the Business Apart
As a business owner, it is essential to have long -and short-term goals for business
development.
1. Identify the critical roadblock that is preventing profitability.
2. What problem or obstacles will need overcoming, and how would it be resolved?
3. Develop a four-step strategic plan that will facilitate new growth.
Setting Up an eLearning Course
3
Setting Up an eLearning Course
4
Discussion Rubric Name: Business Entrepreneurship 101 Discussion_Rubric
Discussion One
Discussion Two
Initial Post
Responses to
Classmates
Level of Achievement
0 (0%) – 3 (30%)
Your initial discussion post provides
evidence that you have read and reflected
on the course learning resources. You
replied to the discussion prompt
appropriately.
0 (0%) – 2 (20%)
Your responses to a minimum of two
classmates’ posts are reflective and provide
opportunities for thoughtful and evidencebased conversations among your
classmates.
Responses to
Classmates’
Replies to your
Initial Post
0 (0%) – 2 (20%)
You respond reflectively to the comments
that are given to your initial post by your
classmates.
APA
0 (0%) – 1 (10%)
Your initial post is cited using APA 6th
formatting. References are included
following APA 6th formatting, as needed.
0 (0%) – 1 (10%)
Your writing is grammatically correct.
0 (0%) – 1 (10%)
Your initial post and responses are on time.
Grammar
Timeliness
Discussion Rubric (n.d) https://class.waldenu.edu/webapps/bbgs-deep-linksBBLEARN/app/course/rubric?course_id=_16842473_1&rubric_id=_2368316_1
Setting Up an eLearning Course
5
COURSE GRADING
The Course will use the following grading scale for the Training Center in Jacksonville FL.
A
B+
B
C+
C
D+
D
F
90-100
85-89
80-84
75-79
70-74
65-69
60-64
Setting Up an eLearning Course
1
Setting Up an eLearning Course
Student Name
Doctor of Education (Ed.D) Higher Education and Adult Learning (HEAL)
Walden University
EDDD – 8107 Designing Instruction for E-Learning
Instructor Name
June 27, 2021
Setting Up an eLearning Course
2
Setting Up an eLearning Course
The learning disability (LD) Dyslexia, defined as a neurological disorder, causes
complications in coordinating the communication obtained, memorizing them, and articulating
data. Hence it affects the individual’s fundamental functions such as writing, comprehension,
reasoning. In uncomplicated terms, this earning disability results from a difference in how a
person’s brain is “wired.” Children with Dyslexia are considered smart or more innovative than
their peers. However, they may also have trouble reading, spelling, writing, interpreting,
remembering, and coordinating information when allowed to discover things by themselves or
when taught in conventional ways (Lombardi, n.d.). According to Lombardi (n.d.), learning
disabilities may not be correctable. However, with the appropriate assistance and mediation,
individuals affected by learning disabilities may succeed in school and become successful
entrepreneurs, often with significant occupations—the proposed three-week course is developed
for persons affected with learning disability (LD) Dyslexia.
Syllabus
Course Description: Business Entrepreneurship 101 Learning Outcomes (LOs)
Business Entrepreneurship 101 is a three-week course offered to learners who are
affected by learning disability (LD) Dyslexia – also referred to as a reading disorder or
disability. It is a language-based disability whereby individuals have difficulty comprehending
written words. The ADDIE model was used as a foundation and consisted of elements such as
the analysis, design, development, implementation, and evaluation phases and structure that
facilitate collaboration in e-learning to encourage engagement and the community of inquiry.
Course designers have conducted a needs analysis to determine if persons affected by
Dyslexia would support the course. Walden University has developed accessibility policies that
Setting Up an eLearning Course
3
review the teaching methods and learning challenges students with adaptability issues face. As
a professional development course, its purpose is to encourage entrepreneurship amongst this
community of students. The applied delivery method Barton Program will ensure that learning is
accessible to learners and is user-friendly. Its design facilitates reading applications for
learners and instructors using Orton Gillingham’s approach, which allows the student to read and
decode words. The three-week course overall learning outcome should result in students
obtaining a certification as a small-business entrepreneur.
An evaluation and exceptionalities of the course meet the criteria of the University
standards and are designed by credible designers with expertise and utilized by instructors who
are also familiar with the Barton Program (Lombardi, n.d.). The Business Entrepreneurship 101
course attracts students diagnosed with a learning disability and can use essential technology
tools, such as tablets, laptops, or mobile applications, to access the course content (Stavredes &
Herder, 2014).
Students will receive grades for their participation in activities, critical thinking, and
engagement with their peers in the discussion forum over two times each week on Wednesdays
for initial posts and on Fridays for peer responses. A provided scoring guide focuses on applying
the skills in critical thinking by encouraging the Elder and Paul’s elements that support active
student engagement (Stavredes & Herder, 2014).
The syllabus consists of assignments and discussions for the course that includes one,
business etiquette for successful entrepreneurship two, setting the business apart, and three,
developing effective marketing strategies.
Learners will learn in Three Weeks:
1.
Week One:
Setting Up an eLearning Course
4
Analyze the design of the course for accessibility skills needed for adaptability using the Barton
Program and Determine the Business interests and skills needed to become successful.
2.
Week Two:
Research business competition and determine the competitive advantage to make the proposed
business stand out from other businesses.
3.
Week Three:
Know the difference between services vs. product business and determine and offered to the
consumers.
There are varying formative or and summative assessment tools used to develop
Learner competency. Each outcome facilitates feedback, as each learner’s skills are varied. For
each outcome, the self-assessments will provide learners with guidance for improved efforts and
focus. (Stavredes & Herder, 2014). Additionally, the expected that students expected to complete
quizzes to determine their level of adaptation to the delivery method of the Barton Program
(Stavredes & Herder, 2014).
Two Content-Related Discussion Post
As an entrepreneur of residential and janitorial cleaning services, consider the factors that
contributed to becoming an entrepreneur, and reevaluate the business activities by responding to
the following:
Discussion Week 1-Business Strategies
1. What would practical strategies used to win over and keep customers?
2. Would networking with other companies generate savings with overhead costs or
workload?
3. What services would outsource without reducing the services or quality?
Setting Up an eLearning Course
5
Discussion Week 2-Setting the Business Apart
As a business owner, it is essential to have long -and short-term goals for business
development.
1. Identify the critical roadblock that is preventing profitability.
2. What problem or obstacles will need overcoming, and how would it be resolved?
3. Develop a four-step strategic plan that will facilitate new growth.
Conclusion
The role of a parent is essential in encouraging children with learning disabilities to
identify their strengths, understand their weaknesses, and the appropriate educational system to
thrive. As adult learners, they may work with professionals and learn about strategies for
addressing these specific hurdles. Learning disabilities must misunderstand, as they are defined
differently by different groups, as the perception of “learning disability” meaning differs overall
for the public but carries a different connotation for other professionals (Lombardi, n.d.).
Individuals with learning disabilities Dyslexia are professionals and experts in their chosen field
and business entrepreneurs.
Setting Up an eLearning Course
6
References
Lombardi, T., (n.d.) Learning Strategies for Problem Learners, Learning
Disabilitiehttps://www.nsta.org/learning-disabilities
Stavredes, T., & Herder, T. (2014). A guide to online course design: Strategies for student
success. San Francisco, CA: Jossey-Bass.
Setting Up an eLearning Course
7
Discussion Rubric Name: Business Entrepreneurship 101 Discussion_Rubric
Discussion One
Discussion Two
Initial Post
Responses to
Classmates
Level of Achievement
0 (0%) – 3 (30%)
Your initial discussion post provides
evidence that you have read and reflected
on the course learning resources. You
replied to the discussion prompt
appropriately.
0 (0%) – 2 (20%)
Your responses to a minimum of two
classmates’ posts are reflective and provide
opportunities for thoughtful and evidencebased conversations among your
classmates.
Responses to
Classmates’
Replies to your
Initial Post
0 (0%) – 2 (20%)
You respond reflectively to the comments
that are given to your initial post by your
classmates.
APA
0 (0%) – 1 (10%)
Your initial post is cited using APA 6th
formatting. References are included
following APA 6th formatting, as needed.
0 (0%) – 1 (10%)
Your writing is grammatically correct.
0 (0%) – 1 (10%)
Your initial post and responses are on time.
Grammar
Timeliness
Discussion Rubric (n.d) https://class.waldenu.edu/webapps/bbgs-deep-linksBBLEARN/app/course/rubric?course_id=_16842473_1&rubric_id=_2368316_1
Setting Up an eLearning Course
8
COURSE GRADING
The Course will utilize the following grading scale for the training center in Jacksonville FL.
A
B+
B
C+
C
D+
D
F
90-100
85-89
80-84
75-79
70-74
65-69
60-64
Setting Up an eLearning Course
9
Module 2 Assignment 1 Rubric
URL for eLearning course: https://classroom.google.com/u/0/w/MzY2ODk2MDc3MTgw/t/all
Assignment 1: eLearning Course Design:
Setting Up an eLearning Course
Maximum
of 20
Points
Criteria
Learning Management System (LMS)
Applies a simple and readable color scheme and
theme using correct visual design principles.
Student Self-Assessment
The color scheme is simple and
readable
Yes
3
Comments: (click here→)
New Components of eLearning Course—Syllabus Page
Includes a syllabus page.
yes
Yes
1
Comments: (click here→)
Includes a course description (similar to a
catalog description).
Comments: (click here→)
3
1.
Week One:
Analyze the design of the course for
accessibility skills needed for
adaptability using the Barton
Program and Determine the
Business interests and skills needed
to become successful.
2.
Week Two:
Conduct a SWAT analysis to
determine the demographics of the
customer and identify the market to
target. Research business
Instructor Assessment
Setting Up an eLearning Course
10
competition and determine the
competitive advantage to make the
proposed business stand out from
other businesses.
3.
Week Three:
Know the difference between
services vs. product business and
determine and offered to the
consumers.
Includes student learning outcomes for all 3
weeks, specifying the knowledge, skills, and
attitudes that learners will acquire through
participation.
6
Comments: (click here→)
Describes formative and/or summative
assessments. Not the actual rubrics for the
assignments, just a description what students in
the course will do.
Comments: (click here→)
3
Students will receive grades for
their
participation in activities, critical
thinking, and engagement with their
peers in the discussion forum over
two times each week on
Wednesdays for initial posts and on
Fridays. A scoring guide will be
provided to help focus on
applying the skills in critical
thinking by encouraging the Elder
and Paul’s elements that
support active student engagement
(Stavredes & Herder, 2014).
There are varying formative or and
summative assessment tools that
may be used for Each outcome to
facilitate feedback, as each learner’s
skills are varied. Therefore, for
each outcome, self-assessments will
Setting Up an eLearning Course
11
provide learners with guidance for
improved efforts and focus.
(Stavredes & Herder, 2014).
Additionally, students is expected to
complete quizzes to determine
their level of adaptation to the
delivery method of the Barton
Program (Stavredes & Herder,
2014).in doing so, students will
have a basic knowledge of the
expected course form and style,
writing conventions and process,
and critical thinking skills needed to
succeed. An annotated
bibliography is an helpful tool that
ensures that learners have integrated
the required references,
and evaluate the sources used using
critical
thinking skills
Includes a single rubric or scoring guide
developed for the two content-related
discussions.
4
Yes one was developed as required
Comments: (click here→)
TOTAL
18 pts.
Student spent over 6 hours with
formatting and saving in Google
classroom
https://classroom.google.co
m/u/0/w/MzY2ODk2MDc3
MTgw/t/all
Module 4 Assignment 1 Rubric
URL to Multimedia Piece:
Assignment 1: eLearning Course
Design: eLearning Course Multimedia
Piece
Maximum Student Selfof 20
Assessment
Points
Instructor
Assessment
Criteria
In this assignment the learner addresses each of the following components:
Multimedia
Alignment with a specific outcome of the
eLearning or mLearning course. All content
is accurate.
Comments: (click here→)
Is between 1–3 minutes in length.
3
2
Comments: (click here→)
A mixture of at least two of the following
modalities: audio, slide shows, screen
capture, still images, and video or
animation.
6
Comments: (click here→)
Visual design aspects meet ADA
compliance for visual impairments.
Principles of visual design provide a
professional product.
4
Comments: (click here→)
Audio aspects meet ADA compliance by
either including closed captioning or a
transcript. Sound and voices are clear and
consistent in volume.
5
Comments: (click here→)
TOTAL
© 2019 Laureate Education, Inc.
20 pts.
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