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 READ EVERYTHING HERE CAREFULLY!!!

TOPIC: ” FOUNDATIONS OF IT LEARNING STRATEGIES”

UNIT 1- Cognitive Foundations in IT 

UNIT 2- Application of Learning Strategies into the field of IT

1ST FILE- FEEDBACK FROM ONE OF MY CLASSMATES THAT EVALUATED MY WEEK 7 ASSIGNMENT, PLEASE TRY AND FIX THE THINGS THAT SHE HAD AN OPINION ON.

2ND FILE- IS THE WEEK 7 ASSIGNMENT MY PROFESSOR PUT THIS FEEDBACK FOR THAT ASSIGNMENT TO BE ADDED IN MY FINAL PAPER ( ADD INSTRUCTIONAL DIRECTIONS AND RUBRICS FOR THE ASSIGNMENT, MAKE SURE THE OBJECTS AARE SPECIFIC TO THE UNITS AND THE ASSIGNEMENT, RESOURCES SHOULD BE PROVIDED FOR EACH ACTIVITY )

3RD FILE- IS THE WEEK 4 ASSIGNMENT – THE PROFESSOR STATED TO USE THE SAME OBJECTIVES THAT WERE USED IN THE WEEK 2 ASSIGNMENT IT WAS REGARDING BLOOM’S TAXONOMY. THE FIRST OBJECTIVE WAS WELL  WRITTEN IN THIS ASSIGNMENT BUT THE SECOND OBJECTIVE DOES NOT ALIGN WITH BLOOM TAXONOMY MAKE SURE THAT IS CHANGED!!!

4TH FILE – IS THE WEEK 2 ASSIGNMENT ( DO NOT USE CITATIONS IN OBJECTIVES!!)

5TH FILE- PLEASE FOLLOW THIS COURSE TEMPLATE USE ALL OF THE REQUIRED BULLETS TO COMPLETE THE PROJECT!!!

INSTRUCTIONS

Your final project is due by the end of this week. Your final project should include the two unit lessons for your course and the analysis paper. The key to success on the two-unit lesson portion of the project is your ability to develop a short lesson that demonstrates a thorough understanding and application of adult learning principles. Your success on your analysis paper depends on your ability to explain the theory behind your design decisions.

Refer to the course project description to fully understand the expectations and to review the grading criteria for this major course requirement.

Your paper is well-written and provides a solid foundation for the course. However, it seems to lack some crucial information and organization, and it would benefit from a grading rubric to help set clear expectations for students’ assessments. Let’s dive into the details.
The scenario description is clear and detailed, making the ransomware attack and its impact on the HR information database easy to understand. The learning objectives are well-defined and align perfectly with the scenario, giving students a clear roadmap of what they should achieve by the end of the activities.
The activities are well-structured and logically sequenced, with each one building on the previous. The inclusion of group discussions, role-plays, and plan development exercises caters to different learning styles, which is fantastic. The use of various resources, such as articles, case studies, and guidelines, enriches the learning experience and provides practical insights.
However, there are a few areas that could be improved. While the scenario is well-described, the introduction could benefit from more context about the importance of cybersecurity in HR. This would help set the stage for the activities and emphasize the relevance of the topic. Some of the activity instructions could be more detailed. For example, in Activity 1, I’m not entirely sure what the requirements are to complete the activity.
The assessment criteria mention that the grade depends on clarity and compliance with HR best practices, but a more detailed rubric or criteria for assessment would help students understand how their work will be evaluated. Lastly, the paper could benefit from a stronger conclusion that summarizes the key takeaways from the activities and reinforces the importance of cybersecurity in HR.

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week 7 activity resources

Student

Instructor

University affiliation

Class Name

Date

Real-Life Scenario

In the digital era, threats of ransomware attacks are growing and challenging modern businesses. Future students and human resources professionals must learn how to address cybersecurity incidents affecting employee records and business operations systems.

Scenario

You must handle this situation as the human resource Manager at your mid-sized financial organization. Early in the morning, you get an emergency notification from IT that ransomware attackers have encrypted your company’s entire HR information database. All employee payroll data and personal records remain inaccessible to workers through the system. The hacker group requires a payoff from the company to retrieve the system access. Effective response and handling of employee concerns require HR professionals to work hand in hand with IT executive leadership and legal teams (Nachtigall et al., 2022).

Learning Objectives

The responsive actions needed to tackle ransomware intrusion must be specified for human resource management.

Human Resources personnel must learn how they fit into the cybersecurity crisis management operations.

Keep lines of effective communication open between organisation members and stakeholders during cyber-attacks.

The organization needs to create a ransomware response system that upholds corporate directives and applicable legal frameworks (Sellnow & Seeger, 2021).

Activity 1: Group Discussion – Initial Response (20 minutes)

Students will participate in a structured dialogue about the immediate human resource protocols that should be activated after the ransomware attacks (Khang et al., 2023).

Instructions:

Form small groups of 3-4 students.

What should be the primary actions of the HR department after getting information about a ransomware attack?

Organizations should evaluate legal consequences and how to communicate with staff and work with IT departments.

Every group should share its selected three main priorities during the class presentation.

Resources: Articles on HR’s role in cybersecurity, case studies of real-world ransomware attacks.

Activity 2: Crisis Communication Role-Play (30 minutes)

The exercise will train students to prepare employee communication messages and messaging delivery approaches for cyber crises (Nachtigall et al., 2022).

Instructions:

Every student must produce a brief email message outlining the work emergency safely to the staff.

Participants will give a simulated HR management briefing to their partner, who will assume the role of an employee who shows concern over cybersecurity.

Class discussion on effective messaging and transparency.

Resources: The instructor will provide resources, including the cybersecurity incident response plans and crisis communication guidelines (Sellnow & Seeger, 2021).

Activity 3: Ransomware Response Plan Development (40 minutes)

Students must design an HR-specific ransomware response strategy addressing risk prevention methods.

Instructions:

Each pair of students needs to develop an HR response plan, which includes the following sections:

Immediate steps HR should take

Legal and compliance considerations

Employee support strategies

Long-term prevention and training initiatives

Students must provide their plans for their instructor to review (Khang et al., 2023).

Resources: The required materials include the cybersecurity framework documents and legal data breach guidelines.

Facilitation and Completion Instructions

The instructor begins by discussing ransomware threats and HR’s functions in defence against such attacks.

Students must complete their activities in order while having time for group conversations and instructor evaluations.

The grade assigned to the response plan depends on how clear it is while maintaining realistic goals and compliance with HR’s best practices.

Through this activity, students will learn to think critically and handle crises in a manner that is directly applicable to HR cybersecurity issues in practice (Khang et al., 2023).

References

Sellnow, T. L., & Seeger, M. W. (2021). Theorising crisis communication. John Wiley & Sons.

Nachtigall, V., Shaffer, D. W., & Rummel, N. (2022). Stirring a secret sauce: A literature review on the conditions and effects of authentic learning. Educational Psychology Review, 34(3), 1479-1516.

https://doi.org/10.1007/s10648-022-09676-3

Khang, A., Shah, V., & Rani, S. (Eds.). (2023). Handbook of Research on AI-Based Technologies and Applications in the Era of the Metaverse. IGI Global.

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Improving Project Team Effectiveness: Objectives and Activities for IT Professionals

Student

Instructor

University affiliation

Class Name

Date

Human Traits for Effective Team Interactions

Success in project management requires teams founded on human traits that enable collaborative work. Effective communication with adaptability serves as the base for emotional intelligence which creates successful collaborative teamwork through personal accountability. These features strengthen teamwork while encouraging better mutual understanding and minimizing team disputes and serving as drivers of collective problem resolution (Mishra & Pimpri, 2022). The ability to provide successful project execution requires IT professionals to demonstrate both technical competence alongside superior interpersonal and collaborative abilities.

Learning Objectives and Supporting Activities

To address the team’s shortcomings, the following learning objectives and activities have been designed:

Objective 1: Develop Effective Communication Skills

Supporting Activity

A workshop will teach team members to create effective communication methods that bring both clarity and simplicity to their messaging. During the workshop team members will engage in role-playing activities to enhance their ability to both listen actively and provide constructive feedback (Chung et al., 2023). The exercise uses project-based situations which present conflicts due to communication breakdowns regarding role assignments and misunderstandings regarding project specifications.

Purpose and Alignment

The activity aims to improve both verbal and written team communication so all members maintain project goal alignment. IT professionals who rely on technical documentation along with emails and project meetings need to excel at communication in order to reduce confusion and improve team work.

Objective 2: Build Collaboration and Emotional Intelligence

Supporting Activity

Schedule a drawback initiative which teaches emotional intelligence principles through execution of problem-solving assignments. Group problem-solving activities that require teamwork will consist of coding challenges together with simulations whose completion depends on collective success (Mishra & Pimpri, 2022). Through emotional intelligence training, every participant learns to understand and regulate their emotional responses while consistently showing empathy toward others.

Purpose and Alignment

Team members learn how to trust and collaborate with each other through this activity. Through an emotional intelligence program, the retreat helps developers build strong empathetic abilities that serve them well when tackling professional communication issues with team members from diverse backgrounds. Problem-solving activities reveal the importance for team members to unite their capabilities in order to fulfill collective project objectives.

Summary of Thought Process

These objectives and activities are designed with the knowledge that IT professionals are typically proficient individually based on their technical skill set, but have difficulty in team situations. Often, the problem lies in the original emphasis on task specialization, which can lead to both communication gaps as well as a problem of team work.

First, the objectives of the course focus on the areas that have been most limiting to good team performance: communication and emotional intelligence. Furthermore, the activities support IT project management disciplines which mandate teams communicating unambiguously about technical ideas and working together to complete project deliverables.

The first Objective makes communication as part of the project management roles and responsibility of IT professionals who are tasked with explaining complex technical concepts to stakeholders that are often from a non technical background. Experiential learning comes from both role playing and real world scenarios where participants practice skills such as stakeholder engagement techniques in an artificially safe scenario similar to real project circumstances.

Objective 2 tackles emotional intelligence and collaboration as teamwork effective only happens with people who respect each other, and can work together cohesively under pressure. Team members aided in navigating interpersonal challenges through emotional intelligence training, as do collaborative problem solving exercises stressing the value of people working at once toward goals.

Alignment with IT Practice Fundamentals

Training curriculum focuses on specific IT professional needs and understands workplace necessities. Contracts required for the completion of modern IT projects involve time constraints and require team adaptability and trust between its members (Dasborough et al., 2022). By developing communication and emotional intelligence, the proposed activities address key gaps that hinder project success, ensuring team members can:

Translate technical language effectively.

They have to integrate their knowledge in order to collaborate effectively.

Create a team that relies upon, trusts and is accountable to each other.

These instructional activities implement active learning methods that work particularly well with IT professionals who qualify as adults in the learning context. The training includes hands-on activities that help learners practice newly acquired skills in real-life situations while advancing sustainable changes in their behavior.

Professionals who merge technical competencies with interpersonal abilities shift from doing good work independently to delivering team success as effective colleagues. A systematic training method guarantees that organizations can quantify team effectiveness development through training investments.

References

Chung, S. R., Cichocki, M. N., & Chung, K. C. (2023). Building emotional intelligence. 
Plastic and Reconstructive Surgery, 
151(1), 1-5. DOI: 10.1097/PRS.0000000000009756

Dasborough, M. T., Ashkanasy, N. M., Humphrey, R. H., Harms, P. D., Credé, M., & Wood, D. (2022). Does leadership still not need emotional intelligence? Continuing “The Great EI Debate”. 
The Leadership Quarterly, 
33(6), 101539.

https://doi.org/10.1016/j.leaqua.2021.101539

Mishra, P., & Pimpri, P. (2022). Quality of life (QOL): role of IQ, EQ and SQ. 
International Journal of Multidisciplinary Educational Research, 
11(1), 18-24.

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Developing objectives

Instructor

University affiliation

Class Name

Course Overview

This course, “Foundations of IT Learning Strategies”, aims to properly prepare the learners and enable them to develop appropriate learning skills so as to successfully deal with the IT foundational and advanced concepts. Success in comprehending the learners’ course work and examinations will be informed by study skills based on cognitive level appropriate in practical IT problem solving environments. By the end of their course, students will have practical lessons that enable them to improve their understanding and knowledge in the IT field as a principle for continuous learning in their field of practice.

Unit 1: Cognitive Foundations in IT

Objectives

1: Describe IT terminologies and concepts through the review of basic materials and self-quiz assignments to prove understanding (Li et al., 2022).

2: Identify and describe potential learning activities in IT and consider their correlation with Bloom’s Taxonomy’s cognitive levels.

3: Apply metacognitive strategies, such as writing journals and signing learning contracts, to assess mastery of IT concepts.

4: Evaluate the findings of cognitive levels and effective study strategies based on examples of IT learning materials.

5: Develop an individual strategic learning plan as to how to study an IT class so that the adopted learning strategies correspond to learners’ cognitive level in satisfying assessments (Sumeracki et al., 2024).

Alignment

The objectives stated in the redesigned unit contribute to the creation of foundational knowledge in which the learners understand and apply cognitive structures in IT studies, enabling them to develop a deeper understanding of technical texts as they progress through other units within the program.

Unit 2: Application of Learning Strategies into the Field of IT

Objectives

1: Demonstrate the ability to solve real-life IT issues by translating knowledge level and comprehension level learning techniques such as paraphrasing notes and group discussion.

2: Design and showcase overviews of IT scenarios that require synthesis-level cognitive skills to create new prospects for the problem (Momen et al., 2022).

3: Compare various study approaches in terms of their impact on satisfactory IT concepts understanding and their application by means of self-assessment and peer assessment.

4: Employ knowledge enhancement techniques and teaching techniques that help students master complicated IT concepts through teaching emulation.

5: Develop a group project that targets IT issues with the help of study cycles, preview, review, and assessment.

Alignment

These objectives focus on utility and incorporation of learning approaches, which transform learners from (IT) topic acquisition to problem-solving in computerized environments.

References

Li, Y., Rakovic, M., Poh, B. X., Gaševic, D., & Chen, G. (2022). Automatic classification of learning objectives based on bloom’s taxonomy. In 
Educational Data Mining 2022. International Educational Data Mining Society.

Sumeracki, M. A., Nebel, C. L., Kaminske, A. N., & Kuepper-Tetzel, C. E. (2024). Turning roadblocks into speed bumps: a call for implementation reform in science communication about retrieval practice. 
Educational Psychology Review, 
36(1), 22.

Momen, A., Ebrahimi, M., & Hassan, A. M. (2022, September). Importance and Implications of Theory of Bloom’s Taxonomy in Different Fields of Education. In 
International conference on emerging technologies and intelligent systems (pp. 515-525). Cham: Springer International Publishing.

Lesson Plan Analysis 3-5 pages
Include the following:
Overview: Provide a brief overview of the course topic, why you chose it, your qualifications for teaching this course, or the anticipated need for a course in this area. Keep in mind that you are designing this course for adult learners.
Audience analysis and considerations: For the two-unit course you developed, who is your audience? What do you know about their learning styles? How would you determine their learning styles? And how are your decisions as a teacher influenced by this analysis?
Learning objectives analysis: What are the learning objectives for your course? How did you determine those objectives (for instance, did you draw on industry standards, personal experience, et cetera)? How do you know they are appropriate?
Required and supplemental resources: List the resources you will need to teach your course (including any learning technologies). Also list resources needed by your learners to successfully complete the learning activities in your lesson (texts, articles, software, tutorials, vLabs, videos, et cetera). Provide a brief synopsis of each resource you are requiring along with an explanation of why you are requiring it.
Instructional strategies and delivery methods: What strategies and delivery methods did you choose to support learning transfer, and why did you choose those strategies? For example, if you chose to use discussion as a learning activity in your course, what is it about discussion as a learning tool that makes it appropriate for your lesson? If you decided an online simulator is the best way to teach a topic, how did you come to that conclusion? What were your other options, and why did you not choose those options? How does the literature support your choices?

Critical reflection and consideration of alternative delivery methods: What is the role of critical reflection in your teaching? Also, what considerations would you need to make in alternative delivery situations? In other words, if your current course is taught in a classroom setting, what would need to change for you to be able to deliver it online?
Conclusion: What conclusions can you draw from the experience of completing this project and analysis paper?