Unidad 3: Cognitivismo Learning Theories There are some elements of Behaviorism in my mini-course, in which the learner's behavior is affected through operant conditioning (Bates, 2022, Brau et al., 2018). As an example, the quizzes and feedback during the branching scenario activity use pre-determined evaluation metrics and focus on learners' demonstrated behavior, i.e., choosing the correct answer, rather than on concerns about learners' cognitive processes. Given the digital content and resources being used, Connectivism also influences my mini-course. During the courses, learners are engaging with digital content, such as the organization's website and social media, which they will continue to use as sources of information even after the mini-course. Given the ever-changing environment and organizational structure, learners will need to rely on these digital resources to continue pursuing more accurate information, continuously assess the relevance of information, and both acquire and adapt to new knowledge (Pappas, 2025b; Pappas, 2026). Since all of my learners are adults, Andragogy has the strongest influence on this mini-course. In designing the course, key factors such as making the material relevant, facilitating a level of exploration, and considering cognitive overload (Pappas, 2025a) are essential for maintaining an effective learning experience. I also consider making sure content has direct real-world application, balances challenging the learner and learner success, and provides opportunities for self-directed autonomy (Pappas, 2025c; Pappas, 2025d). Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 1: Introducción Show More Haga clic aquí para obtener referencias y recursos adicionales que contribuyeron a este contenido. Bates, T. (2022). Teaching in a digital age: guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/ Brau, B., Fox, N., & Robinson, E. (2018). Behaviorism. In R. Kimmons, The Student's Guide to Learning Design and Research. EdTech Books. Retrieved October 27, 2025 from https://edtechbooks.org/studentguide/behaviorism Pappas, C. (2025a. May 17). 18 Tips to Engage and Inspire Adult Learners. eLearning Industry. https://elearningindustry.com/tips-engage-inspire-adult-learners Pappas, C. (2025b, September 12). Everything You Need To Know About The Connectivism Learning Theory. ELearning Industry. https://elearningindustry.com/everything-you-need-to-know-about-the-connectivism-learning-theory Pappas, C. (2025c, December 23). 8 Important Characteristics of Adult Learners. eLearning Industry. https://elearningindustry.com/8-important-characteristics-of-adult-learners Pappas, C. (2025d, December 24). The Adult Learning Theory-Androgogy-of Malcolm Knowles. eLearning Industry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles Pappas, C. (2026, January 16). 5 Tips for Using Connectivism In eLearning. eLearning Industry. https://elearningindustry.com/5-tips-using-connectivism-elearning

Esta sección presenta mi síntesis de LDTC 600: Teorías del Aprendizaje y Análisis del Alumno en el Diseño Instruccional. Refleja mi comprensión de las teorías fundamentales del aprendizaje, el análisis del alumno y su aplicación práctica en el diseño instruccional. Las secciones incluyen: Unidad 1: Introducción, derechos de autor y Creative Commons Unidad 2: Conductismo Unidad 3: Cognitivismo Unidad 4: Constructivismo Unidad 5: Conectivismo Unidad 6: Andragogía Unidad 7: Modelos de evaluación y aprendizaje Unidad 8: Microaprendizaje, IDD y verificación de portafolios Utilice el menú desplegable Teorías del aprendizaje arriba para seleccionar una unidad específica o haga clic en el ícono "Siguiente" para continuar con la Unidad 1. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Siguiente...Unidad 2: Modelo ADDIE

Unidad 3: Cognitivismo There are some elements of Behaviorism in my mini-course, in which the learner's behavior is affected through operant conditioning (Bates, 2022, Brau et al., 2018). As an example, the quizzes and feedback during the branching scenario activity use pre-determined evaluation metrics and focus on learners' demonstrated behavior, i.e., choosing the correct answer, rather than on concerns about learners' cognitive processes. Given the digital content and resources being used, Connectivism also influences my mini-course. During the courses, learners are engaging with digital content, such as the organization's website and social media, which they will continue to use as sources of information even after the mini-course. Given the ever-changing environment and organizational structure, learners will need to rely on these digital resources to continue pursuing more accurate information, continuously assess the relevance of information, and both acquire and adapt to new knowledge (Pappas, 2025b; Pappas, 2026). Since all of my learners are adults, Andragogy has the strongest influence on this mini-course. In designing the course, key factors such as making the material relevant, facilitating a level of exploration, and considering cognitive overload (Pappas, 2025a) are essential for maintaining an effective learning experience. I also consider making sure content has direct real-world application, balances challenging the learner and learner success, and provides opportunities for self-directed autonomy (Pappas, 2025c; Pappas, 2025d). Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 1: Introducción Show More Haga clic aquí para obtener referencias y recursos adicionales que contribuyeron a este contenido. Bates, T. (2022). Teaching in a digital age: guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/ Brau, B., Fox, N., & Robinson, E. (2018). Behaviorism. In R. Kimmons, The Student's Guide to Learning Design and Research. EdTech Books. Retrieved October 27, 2025 from https://edtechbooks.org/studentguide/behaviorism Pappas, C. (2025a. May 17). 18 Tips to Engage and Inspire Adult Learners. eLearning Industry. https://elearningindustry.com/tips-engage-inspire-adult-learners Pappas, C. (2025b, September 12). Everything You Need To Know About The Connectivism Learning Theory. ELearning Industry. https://elearningindustry.com/everything-you-need-to-know-about-the-connectivism-learning-theory Pappas, C. (2025c, December 23). 8 Important Characteristics of Adult Learners. eLearning Industry. https://elearningindustry.com/8-important-characteristics-of-adult-learners Pappas, C. (2025d, December 24). The Adult Learning Theory-Androgogy-of Malcolm Knowles. eLearning Industry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles Pappas, C. (2026, January 16). 5 Tips for Using Connectivism In eLearning. eLearning Industry. https://elearningindustry.com/5-tips-using-connectivism-elearning

Unidad 2: Conductismo Creating the Marine Corps Community Services mini course will require combining Wiggins and McTighe's Understanding by Design Model with the Successive Approximation Model. Understanding by Design, or "backward design," identifies the desired knowledge, skills, and/or attitudes learners gain through the learning experience. Given the organization's focus on outcomes, to justify the project and return on investment, it will be essential to establish the outcomes early. In addition to identifying the outcomes, assessments, evaluation criteria, and performance tasks that meet the organization's standards, ensuring that they do so will also be essential. Both of these can be nested within the Successive Approximation Model's (SAM) Preparation Phase and further discussed during the savvy start meeting with stakeholders. Another key component in which SAM is applicable to this mini-course is the iterative process, working closely with stakeholders at each stage. The subject matter isn't necessarily complex, so SAM 1 would be sufficient; UbD is typically best suited for topics requiring deep understanding and transfer of knowledge. Since this mini-course emphasizes real-world application, UbD makes sense. The broad range of learners, with diverse needs and experience levels, will be a significant challenge and may require an iterative approach to create the best learning experience. Given that the mini-course can be expanded into subsequent courses, the project could easily grow into a larger-scale initiative. Since I am the only one primarily working on this mini-course, the Rapid Instructional Design (RID) Model would be beneficial. Given that this project does not have an immediate time constraint, the RID Model isn't necessary. Combined Strengths of these models: The UbD Model maintains the emphasis on learning outcomes and focusing on the endstate of the learning experience while focusing on higher-order thinking. UbD Model's focus on learning outcomes balances SAM's potential to bloat or expand outside of the original project scope. Both UbB and SAM are flexible, adaptable, and learner-centric approaches. SAM maintains collaboration with stakeholders throughout the entirety of the process, which is a perfect opportunity to utilize the organization's Division Advisory Group and make it part of their collaborative, operational planning team projects. Given that UbD and iterative SAM Cycles will be demanding, I will need to rely heavily on instructional (learning) design resources and subject-matter experts , as outlined in that area of my IDD. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 6: Andragogía Siguiente...Unidad 8: Microaprendizaje Show More Haga clic aquí para obtener referencias y recursos Akay, S. (2023, October 4). Crucial questions for choosing the right instructional design model. eLearning Industry. https://elearningindustry.com/crucial-questions-for-choosing-the-right-instructional-design-model McTighe, J. (2022, February 8). 3 Stages of The Understanding by Design® Template - Eduplanet21. Blog.eduplanet21.com. https://blog.eduplanet21.com/3-stages-of-the-understanding-by-design-template-eduplanet21 Newell, A. D., Foldes, C., Haddock, A., Ismail, N., & Moreno, N. P. (2023). Twelve tips for using the Understanding by Design® curriculum planning framework. Medical Teacher, 46(1), 1–6. https://doi.org/10.1080/0142159x.2023.2224498 Pappas, C. (2025, December 12. ADDIE model vs SAM model: Which is best for your next elearning project. eLearning Industry. https://elearningindustry.com/addie-vs-sam-model-best-for-next-elearning-project University of Maryland Global Campus. (2024). Strengths and limitations of UbD. Brightspace. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-4/strengths-and-limitations-of-ubd-.html?ou=1378426 University of Maryland Global Campus. (2024). Strengths and limitations of SAM. Brightspace. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-6/strengths-and-limitations-of-sam.html?ou=1378426

Elegí la licencia CC BY-NC-SA 4.0 para garantizar que otros puedan redistribuir, remezclar, adaptar y desarrollar el material de mi portafolio, pero solo con fines no comerciales. Esta licencia también exige que quien lo reutilice me dé crédito y licencie el material modificado bajo los mismos términos. Para este portafolio, creo que los materiales que creo son más adecuados para uso no comercial. También quiero crear una herramienta que fomente la colaboración y ayude a otros estudiantes y diseñadores en sus proyectos académicos. Elegí la licencia CC BY-NC-SA 4.0 para garantizar que otros puedan redistribuir, remezclar, adaptar y desarrollar el material de mi portafolio, pero solo con fines no comerciales. Esta licencia también exige que quien lo reutilice me dé crédito y licencie el material modificado bajo los mismos términos. Para este portafolio, creo que los materiales que creo son más adecuados para uso no comercial. También quiero crear una herramienta que fomente la colaboración y ayude a otros estudiantes y diseñadores en sus proyectos académicos. Elegí la licencia CC BY-NC-SA 4.0 para garantizar que otros puedan redistribuir, remezclar, adaptar y desarrollar el material de mi portafolio, pero solo con fines no comerciales. Esta licencia también exige que quien lo reutilice me dé crédito y licencie el material modificado bajo los mismos términos. Para este portafolio, creo que los materiales que creo son más adecuados para uso no comercial. También quiero crear una herramienta que fomente la colaboración y ayude a otros estudiantes y diseñadores en sus proyectos académicos. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. Siguiente...Unidad 2: Modelo ADDIE

Unidad 2: Conductismo Subject Matter Experts : Primary SME: As the Regional Operations Chief, the primary Instructional Designer, and with experience in the organization of almost 20 years, I am both knowledgeable of the content and of the process of incorporating it into a learning experience. I also have direct line to the Assistant Chief of Staff and his Deputy, who oversee the organization at the regional level and will have final approval of the product. Secondary SMEs: The Division Directors, as the senior members of their respective Divisions, have the most subject matter expertise while also being the greatest stakeholders in the success of their employees/learners. Tertiary SMEs: The Human Resources Training Coordinator, who has direct experience with the organization's training programs and the learning management system. The Lead Social Media Coordinator can assist with visual design that is both appealing to learners and on-brand with the organization's standards. The Division Advisory Group (DAG) is a working group of managers who can serve as the sample population for the target learners, test prototypes, and be part of the iterative process. Resources : Subject Resources : There are Marine Corps Orders, which serve as the regulatory guidance for how the organization operates, outlining program resources. Additionally, the organization has internal policies, Campaign Plans, a customer-facing website, and social media pages that provide all necessary subject-related content. Course Design Resources: Devlin Pack , a widely known instructional (learning) designer and educator on course design, has a variety of content to support my course-design questions. There are a variety of Reddit communities available to receive feedback and answer questions, including r/instructionaldesign , r/learndesign , r/learningdesign , r/graphic_design , and r/canva . Similarly, there are Instagram accounts, such as biteable , fastppt , power.point_expert , instructionaldesignjargon , instructional_designing , and elearningindustryinc that will be beneficial. Finally, I am connected to various instructional (learning) designers via LinkedIn who not only share resources but are available to communicate with for best practices and answers to challenges. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 6: Andragogía Siguiente...Unidad 8: Microaprendizaje Show More Haga clic aquí para obtener referencias y recursos University of Maryland Global Campus. (n.d.). Identifying course learning outcomes. Document posted in UMGC LDTC 605 online classroom. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-4/identifying-course-learning-outcomes-.html?ou=1378426

Unidad 2: Conductismo Course Learning Outcomes : CLO 4: Assess MCCS programs to match program resources to specific support needs of Marines, Sailors, and/or their families CLO 5: Explain how a selected MCCS program or facility supports the Marine Corps Total Fitness (MCTF) concept Module Title : The Right Tools for the Right Job Module Learning Objectives: By the end of this module, learners will be able to: List , no less than five programs or resources from each Division that support Marines, Sailors, and families. (CLO 4) Using the list of programs or resources, recognize which pillar from the MCTF concept each program supports. (CLO 5) Given a scenario of a Marine needing support, apply the appropriate program(s) or resource(s) to meet the Marine's need(s). (CLO 4) Given a scenario, construct development plan for a Marine that supports all four pillars of the MCTF concept, using MCCS programs or resources. (CLO 4 & 5) Given a scenario outlining a development plan and a Marine's needs, evaluate the effectiveness of the given plan based on knowledge of MCCS programs and resources and the MCTF concept. (CLO 4 & 5) Content & Activities: Content: Interactive infographics , one-page "newsletters ," and accompanying short videos . All of these options cover the same material but through different approaches, offering a variety of options for different preferred learning styles. (LO 1-5). A copy of the organization's MCCS Command Brief , which is the material provided to Commanders and their Senior Leadership to familiarize them with the organization. It includes pictures and brief summaries of each program and resource that the organization offers. Like the previous content, a short summary video for different types of learners. (LO 1 & 2) Links to the organization's customer-facing website and social media platforms that align with the module content and build the learner's awareness and capabilities to find up-to-date information on their own. (LO 1 & 2) Activities : Activity 1: Use a rapid-fire, matchmaking game for learners to connect different programs and resources to their respective Division and which pillars of the MCTF concept they support. For each answer, a pop-up appears with a brief statement that provides additional information. (CLO 4 & 5; LO 1 & 2)) Activity 2: A "treasure hunt " where the learner builds on knowledge from the first activity and searches the organization's website and social media outlets to identify customer-facing information and matches it with the MCTF pillars. This activity also familiarizes the learner with where to find additional information, promoting self-directed learning, and helps Marines and Sailors navigate the website. (CLO 5; LO 2)) Activity 3: An interactive, branching scenario (simulation) where the learner makes decisions on the best resources to provide to a Marine. In this choose-your-adventure-style gamification, the learner controls the scenario and receives immediate feedback on correct and incorrect responses. Each set of decisions will lead to a different outcome. (CLO 4; LO 3) Activity 4: Pair and share activity where the learner is provided a scenario, which they use to either build a personal development plan or modify an existing one to support a Marine's needs. They subsequently post their new or revised plan on the organization's Microsoft Teams for a facilitator or peer to provide feedback. Learners will also provide feedback to another peer's posting. (CLO 4 & 5; LO 4 & 5) Activity 5: Reflective Journaling , allowing the learner to post on an open forum, the organization's Microsoft Teams, to address what new information they learned, what information challenged previous schemas, and what information the learner still needs clarification on. This activity personalizes the learning experience and helps the learner construct meaning from it. (CLO 4 & 5; LO 1-5). Assessment Strategy: Quiz/Knowledge Check (Act 1 & 2; LO 1 & 2): A preliminary matchmaking quiz is completed prior to the learner being exposed to the mini-course content or activities. This serves as a diagnostic assessment to gauge the learner's pre-existing knowledge. A similar quiz is provided at the end of the module, serving as a summative assessment to measure the learner's knowledge acquisition and can also be used as a quantitative instrument to evaluate the mini-course's effectiveness. Simulation (Act 3; LO 3) The branching scenario activity has a dual purpose of educating the learner while serving as a formative assessment, providing feedback to the learning throughout the activity. A final simulation does not provide immediate feedback at every decision point; it only does so at the end of the scenario. Peer Feedback ( Act 4; LO 4 & 5). At the end of the pair-and-share activity, learners will receive feedback from their peers and the facilitator on the strengths and weaknesses of their new or revised development plan. Self-Reflection (Act 5; LO 1-5). The Reflective Journaling activity serves a dual role: it builds personalization into the learner's experience and provides an opportunity for the learner to self-reflect on their progress. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 6: Andragogía Siguiente...Unidad 8: Microaprendizaje

Unidad 2: Conductismo The primary course type is information, which focuses on conveying facts about a specific topic. This course type is most appropriate, given that the knowledge, skills, and attitudes gap is essentially about the organization and its capabilities. Neither procedures, problem-solving, nor task-related functions are the source of the gap, eliminating other course types. The initial target audience is current, mid-level managers and supervisors within the organization, whereas the subsequent target audience would be new members. Note: If successful, the mini-course can be adapted as an onboarding tool for new learners with less prior knowledge of the organization. The primary learning objective is for learners, given that a customer identifies a need, to recall information about other parts of the organization that support that need and describe them to the customer. The secondary learning objective is for learners to compare and contrast other parts of the organization and identify how their job supports or relates to those parts. Given these objectives, the mini-course is designed to make learners more well-rounded assets to customers of an organization with a robust portfolio, while building a stronger sense of organizational identity among learners. The mini-course provides facts on a specific topic while familiarizing staff members with the organization. Unidad 2: Conductismo Given the following considerations, the modality for this mini-course itself will be asynchronous online , with a blended approach for additional, self-directed learning. In simpler terms, the mini-course is provided online, with the option for learners to access "bonus material" through direct interaction. The target audience prefers autonomous, self-paced learning that fits into their busy schedules. Given that the topics are fact-based and less conversational, asynchronous online delivery is preferred, but it also offers opportunities to connect with subject-matter experts (SMEs) to address learners' additional questions. The organization uses “Ethos” for all online training, which is operated on the Cornerstone learning management system. The learners also use Ethos for discussion forums and for collaboration and virtual communication via Microsoft Teams and SharePoint. The mini-course is designed to build awareness and identify nodes of information for learners to link to. Once exposed to the information through an asynchronous mini-course, the learners will be introduced to other learners and SMEs for ongoing dialogue beyond the mini-course. Given that the Ethos system is already established, providing accessibility to a variety of learners’ needs should not be an issue. This also addresses the question about the technical skills needed by the learner. Using a system learners are already familiar with makes it easier for them to become familiar with the mini-course. This system is also accessible from both the learners’ work assets and their personal assets, should they decide to learn from home. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 6: Andragogía Siguiente...Unidad 8: Microaprendizaje Show More Haga clic aquí para obtener referencias y recursos University of Maryland Global Campus. (2024). Identifying a course type and modality. Brightspace. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-3-/identifying-a-course-type-and-modality.html?ou=1378426

Unidad 2: Conductismo Elegí la licencia CC BY-NC-SA 4.0 para garantizar que otros puedan redistribuir, remezclar, adaptar y desarrollar el material de mi portafolio, pero solo con fines no comerciales. Esta licencia también exige que quien lo reutilice me dé crédito y licencie el material modificado bajo los mismos términos. Para este portafolio, creo que los materiales que creo son más adecuados para uso no comercial. También quiero crear una herramienta que fomente la colaboración y ayude a otros estudiantes y diseñadores en sus proyectos académicos. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 6: Andragogía Siguiente...Unidad 8: Microaprendizaje Show More Haga clic aquí para obtener referencias y recursos Creative Commons. (19 de octubre de 2025). Acerca de las licencias CC. https://creativecommons.org/share-your-work/cclicenses/ Google. (2025). Géminis. https://gemini.google.com/app

Unidad 7: Modelos de evaluación y aprendizaje Modelo de aprendizaje Utilizando el aprendizaje basado en proyectos (PBL), con un fuerte énfasis en el aprendizaje basado en problemas. Fondo Esta asignación llega en el momento perfecto, ya que recientemente me asignaron la supervisión de un Grupo Asesor de División . Se trata de un grupo de gerentes de nivel medio dentro de la organización, liderados por un grupo central de gerentes graduados de un curso patrocinado por los Servicios Comunitarios del Cuerpo de Marines ( MCCS ) con la UNC-Chapel Hill, como una forma de empoderar a los gerentes de todos los niveles. Hace un par de semanas, el The group conducted a brainstorming session, using a Gallery Walk to address the topics: Bottlenecks , Processes to Start/Keep/Stop , and Innovative Communication . Among the trends identified, one of the largest was the organization's onboarding program for new managers. This leads to my PBL learning activity. Scenario 1.) Present the core group with the question, "Given the identified shortfalls of the current onboarding program, how do we improve the current onboarding process for managers to fully prepare them for their role with MCCS?" The end-state is to create a revised, organizational-level policy for new managers. Note: Subsequent PBL activities will involve further developing onboarding programs for the subordinate-level divisions within the organization. 2.) Learning Outcomes: Inspect the current onboarding program Identify both federal and organizational onboarding requirements Diagram the onboarding process Examine necessary administrative tasks from unnecessary ones Determine necessary acculturation information Identify required assets needed Diagram the full onboarding process Test the effectiveness of the new onboarding process 3.) Project Structure: Outline the Plan of Action and Milestones (POA&M), to include primary task, subordinate tasks (that feed into the primary task, suspense dates, responsible members, and supporting agencies. Create the groups (a mix of Core Managers and other mid-level managers) Identify the roles and responsibilities for each group member Note: Because an underlying goal of the Division Advisory Group is empowerment, the structure will not be created for the members but co-created, using the educator (myself and one other facilitator) for guidance, cultivate collaboration, and assist with conflict resolution. 4.) Employ scaffolding by promoting the following questions to the learners: What can I achieve or find on my own? When do I need to rely on my peers and Core Mangers? What information do I need to seek from subject-matter experts What will need to be elevated to the facilitators (as a last-result) 5.) Throughout the learning process, the facilitators will incorporate feedback and reflection, creating opportunities for learners to explore what they've learned, what challenges they face, and how they are working, or have resolved) problems. 6.) The end product, a newly revised policy to be reviewed and approved by the Assistant Chief of Staff and, once published, will be showcased at the next Employee of the Quarter event. Evaluación diagnóstica Utilice encuestas para evaluar la experiencia de los estudiantes con el proceso de incorporación, incluyendo la antigüedad de su incorporación, el número de gerentes que han incorporado, etc. Un cuestionario en línea determinará el conocimiento previo de los estudiantes sobre los resultados de aprendizaje. Esto ayudará a equilibrar los grupos e identificar las técnicas de andamiaje aplicables para identificar la Zona de Desarrollo Próximo de cada estudiante, maximizando su potencial y ayudándolos a ser independientes. Evaluación formativa Revisar periódicamente el POA&M, usar preguntas reflexivas y facilitar debates grupales en Microsoft Teams son métodos informales para evaluar la adquisición de conocimientos a lo largo del proceso. El POA&M describe el camino a seguir y crea puntos de contacto para que los alumnos evalúen su progreso. Las preguntas reflexivas y los debates grupales brindan oportunidades para que los alumnos interactúen con sus compañeros, permitiéndoles ofrecer y recibir retroalimentación valiosa. Estas interacciones también permiten a los facilitadores ceder gradualmente el control al grupo, lo que les permite una mayor autonomía. Evaluación sumativa El proyecto final, la política revisada, se evaluará durante el proceso de asignación de tareas. Esto incluye revisiones por parte de las divisiones de Recursos Humanos, Operaciones, Administración y Legal de MCCS. Al ser revisado el proyecto por expertos en la materia, los alumnos renuevan su confianza en la retroalimentación recibida. Estos expertos serán un recurso valioso durante todo el proyecto, por lo que su aprobación es más probable y les brindará confianza. Evaluación auténtica Se han identificado los objetivos de aprendizaje y pueden ampliarse a medida que los alumnos participan en el proceso. Las tareas pertinentes se detallarán en el POA&M, que los alumnos también crearán y ajustarán. La herramienta de evaluación consiste simplemente en las diversas referencias que las agencias revisoras utilizarán en su evaluación. Al participar activamente en todas las facetas del proyecto, incluida la estructura del proceso de aprendizaje, los alumnos tienen más probabilidades de replicar los métodos y utilizar los recursos de forma independiente en proyectos futuros. Conexión con la teoría del aprendizaje Esta actividad se basa principalmente en la Teoría del Aprendizaje Conectivista y la Andragogía. Algunos de los ocho principios del conectivismo incluyen el uso de opiniones diversas y la posibilidad de que los estudiantes conecten el conocimiento entre diferentes recursos humanos y no humanos. Los estudiantes no solo adquieren la capacidad de evaluar la credibilidad, precisión, relevancia y actualidad de la información para este PBL, sino también para futuros PBL, lo que facilita un proceso de mejora continua. Un componente principal de esta actividad proviene de la Andragogía, incluyendo la vinculación del proceso de aprendizaje. Se adapta a problemas del mundo real y es flexible para adaptarse a las agendas apretadas de los estudiantes y a sus requisitos. Además, aprovecha las diversas experiencias y conocimientos preexistentes de los estudiantes, aprovecha su necesidad intrínseca de resolver un problema que les afecta y, dado que participaron en el proceso de identificación del problema, el "por qué" ya está integrado en el proceso. Al dividir el POA&M en tareas y subtareas, se desglosa la información para un aprendizaje progresivo. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 6: Andragogía Siguiente...Unidad 8: Microaprendizaje Show More Haga clic aquí para obtener recursos adicionales que contribuyeron a este contenido Authentic Assessment. (n.d.). New Jersey Institute of Technology. https://www.njit.edu/ite/authentic-assessment Bates, T. (2022). Teaching in a Digital Age: Third Edition. BC Campus https://ecampusontario.pressbooks.pub/gccomm/sectioninfo Buljan, M. (2021, December 13). Experiential Learning in Online Courses. Ewyse. https://ewyse.agency/blog/experiential-learning-in-online-courses/ Buljan, M. (2025, October 2). Gamification For Learning: Strategies And Examples. eLearning Industry. https://elearningindustry.com/gamification-for-learning-strategies-and-examples Diagnostic Assessments. (n.d.). Www.buffalo.edu . https://www.buffalo.edu/catt/teach/develop/design/designing-assessments/diagnostic-assessments.html Gamification. (2025, November 28). Reddit. https://www.reddit.com/r/gamification/ Google. (2025). Gemini. https://gemini.google.com/app Kahoot. (2024). Kahoot! Kahoot! https://kahoot.com/ Karpicke, J. D. (2012). Retrieval-Based Learning: Active Retrieval Promotes Meaningful Learning. Current Directions in Psychological Science, 21(3), 157–163. Northern Illinois University Center for Innovative Teaching and Learning. (2012). Formative and Summative Assessment. Northern Illinois University. https://www.niu.edu/citl/resources/guides/instructional-guide/formative-and-summative-assessment.shtml Pappas. C. (2024, January 26). Diagnostic assessment in eLearning: What eLearning professionals should know. eLearning Industry. https://elearningindustry.com/diagnostic-assessment-in-elearning-what-elearning-professionals-should-know Shabatura, J. (2022, July 26). Using Bloom’s Taxonomy to Write Effective Learning Objectives. Uark.edu; University of Arkansas. https://tips.uark.edu/using-blooms-taxonomy/ Sprouts. (2015, October 12). Experiential Learning: How We All Learn Naturally. [Video]. YouTube. https://www.youtube.com/watch?v=aF63HHVbpQ8&t=11s Watson, E. (n.d.). Defining Assessment. University of Alberta Center for Teaching and Learning. https://www.ualberta.ca/centre-for-teaching-and-learning/media-library/teaching-institute/2019/assessment/defining-assessment-and-evaluation.pdf Yale University. (2017). Formative & summative assessments. Poorvu Center for Teaching and Learning. https://poorvucenter.yale.edu/teaching/teaching-resource-library/formative-summative-assessments

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La cantidad de información presentada en cada unidad: Demasiado Perfecto Necesita más La mejor manera de aprender es: Lectura Escuchando Mirando Haciendo Características que necesitan mejorarse: El texto El audio/vídeos Los gráficos El esquema de color Otro Características que son buenas tal como son: El texto El audio/vídeos Los gráficos El esquema de color Otro ¿Qué te gustó más? ¿Cómo puedo mejorar? ¿Le gustaría que nos comuniquemos con usted para ofrecerle sus comentarios?* Sí, por favor y gracias Gracias, pero no gracias Nombre de pila Apellido Correo electrónico* Enviar comentarios Regresar a la página de inicio

Descripción general Unidad 5: Conectivismo El conectivismo es una teoría pedagógica del aprendizaje que aborda el panorama educativo cada vez más digital y descentralizado (Pappas, 2023), impulsado por los avances tecnológicos y de las redes sociales. Los seres humanos están cada vez más interconectados digitalmente en todo el mundo, y el conectivismo aborda cómo se transfiere y organiza el conocimiento en el mundo moderno y tecnológicamente avanzado (Pappas, 2023). Es la primera teoría que considera la evolución de la tecnología y el conocimiento digitalizado (Shagdar, 2020). Esta teoría argumenta que el aprendizaje va más allá de la construcción individual del conocimiento. y es parte de una red donde el alumno establece conexiones y utiliza la toma de decisiones para identificar y reevaluar continuamente qué conexiones son necesarias (Conectivismo, sin fecha). Estas conexiones se establecen entre "nodos", o fuentes de información, y "enlaces", que son las rutas por donde la información se mueve entre nodos (Pappas, 2023). A medida que el conocimiento crece exponencialmente, los estudiantes deben ser capaces de reconocer y seleccionar la información relevante. There are 8 Principles of Connectivism (Pappas, 2023; Siemens, 2005) Diverse opinions are essential, allowing the learner to capitalize on a variety of perspectives, viewpoints, and backgrounds Learning is a connecting process where learners make connections between sources of knowledge and continue to maintain connections or develop new connections in a dynamic learning environment Learners can find information in non-human sources, such as external devices, databases, AI tools, and Learning Management Systems The ability to acquire, adapt, and learn new knowledge as information continues to evolve is important Nurturing connections are needed for continuous learning, requiring learners to continuously cultivate an effective learning environment by accessing updated information through an effective network The ability to perceive connections between concepts and ideas; new solutions from different sources to combine knowledge Continue to pursue the most accurate information and the most recent available, prioritizing credibility and recency Use judgment to continuously assess relevance and verify the validity of information through a decision-making process Una característica clave es el uso de Redes Personales de Aprendizaje, redes de miembros con intereses comunes que fomentan el desarrollo personal y profesional continuo (Redes Personales de Aprendizaje, 2023). Esta red también facilita un entorno de aprendizaje interactivo y colaborativo, independientemente de la ubicación geográfica. Una habilidad fundamental para un aprendizaje exitoso es la alfabetización informacional moderna, conocida como alfabetización digital. Al igual que la alfabetización informacional, los estudiantes deben ser capaces de localizar, evaluar y utilizar la información eficazmente (Biblioteca Estatal Seminole, 2014). Esta habilidad también requiere que los estudiantes evalúen críticamente la legitimidad de la información para una amplia variedad de fuentes electrónicas y la utilicen de forma responsable (Cordell, 2013; Loveless, 2023; Pappas, 2023). Colaboradores clave George Siemens (1970 - ) (George Siemens, 2020) Steven Downes (1959 - ) (Steven Downes, 2025) Implicaciones en el diseño instruccional (de aprendizaje) Asegúrese de que el contenido sea fácil de usar en dispositivos móviles, ya que es allí donde los estudiantes accederán a los repositorios de información (Mackey y Evans, 2011) Incorporar las redes sociales, la gamificación y las simulaciones como métodos efectivos (Western Governors University, 2021) El papel del educador es vago y se pone mucho más énfasis en que el alumno sea autónomo (Bates, 2022a) Es necesario mantener a los estudiantes comprometidos, pero también darles control sobre su experiencia de aprendizaje (Pappas, 2024) Crear una comunidad en línea que fomente la comunicación con otros estudiantes (Pappas, 2024) Proporcionar información actualizada a través de diferentes vías, incluidos blogs (Pappas, 2024) Fomentar la comunicación y supervisar para brindar orientación cuando sea necesario (Pappas, 2024) Reforzar los beneficios reales del conectivismo y brindar a los estudiantes herramientas para el éxito (Pappas, 2024) Utilizar sistemas de gestión del aprendizaje, cursos online masivos y abiertos y aprendizaje basado en redes sociales (Pappas, 2023) Crear oportunidades de colaboración y empoderar a los estudiantes para que creen su propia experiencia de aprendizaje (Western Governor's University, 2021) Fortalezas y limitaciones: Militar (Cuerpo de Marines) Fortalezas Como predominantemente fuerza más joven, la mayoría del idioma Marinese son familiares con foros en línea y cómodo con el uso de diversas formas de vida social medios de comunicación. Los marines también están familiarizados con la importancia de la creación de redes y ya han creado redes de aprendizaje personal, se den cuenta o no. La autonomía del estudiante, la personalización y el aprendizaje autodirigido son beneficiosos para los marines con horarios de trabajo y entrenamiento en constante cambio. La creación de redes en línea es especialmente beneficiosa porque El movimiento, ya sea un cambio de lugar de destino o de despliegue, es algo común. La diversidad es un componente importante en el Cuerpo de Marines y proporciona un entorno de aprendizaje excelente para diversas perspectivas. Desafíos Aprendizaje descentralizado dificulta la creación una evaluación estandarizada. Los estudiantes necesitan una sólida comprensión de lo digital. alfabetización, que no es una parte estándar de su régimen regular de formación y educación. Dependiendo de la ubicación, la falta de conectividad e incluso de electricidad pueden ser obstáculos para el aprendizaje continuo. Los estudiantes pueden sentirse fácilmente abrumados por el volumen de información que deben evaluar críticamente. Las redes de aprendizaje abiertas y autodirigidas pueden carecer de la estructura a la que los marines están acostumbrados en un entorno de aprendizaje. Aplicación práctica Algunos ejemplos reales de conectivismo en el ámbito militar (Cuerpo de Marines) incluyen el uso de redes sociales como Reddit, donde los miembros pueden practicar la resolución de problemas a través de su experiencia o su conocimiento de las normativas. Mientras era profesor en el Instituto de Gestión de Igualdad de Oportunidades de Defensa, desarrollé Microsoft Teams para mis estudiantes y asesores de igualdad de oportunidades sobre el terreno. Este recurso permitió que los miembros, tanto nuevos como veteranos, colaboraran, interactuaran y compartieran artículos e información relacionados con sus funciones. También creó un foro en línea para que iniciaran debates y obtuvieran respuestas diversas de toda la fuerza, desde Florida hasta Japón, e innumerables lugares entre ambos. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 4: Constructivismo Siguiente...Unidad 6: Andragogía Show More Haga clic aquí para obtener referencias y recursos Bates, T. (2022a). Teaching in a Digital Age: Guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/ Bates, T. (2022b, February 27). A review of Stephen Downes’ latest contribution to the theory of connectivism | Tony Bates. Www.tonybates.ca . https://www.tonybates.ca/2022/02/27/a-review-of-stephen-downes-theory-of-connectivism/ Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distributed Learning, 12(3), 98. https://doi.org/10.19173/irrodl.v12i3.902 Connectivism. (n.d.). Www.wichita.edu . https://www.wichita.edu/services/mrc/OIR/Pedagogy/Theories/connectivism.php Cordell, R. (2013). Information Literacy and Digital Literacy: Competing or Complementary? Comminfolit, 7(2), 177. https://doi.org/10.15760/comminfolit.2013.7.2.150 Eike, A. (2021, December 3). James P. Comer. Pedagogy4Change . https://www.pedagogy4change.org/james-p-comer-significant-learning/ George Siemens. (2020, April 22). Wikipedia. https://en.wikipedia.org/wiki/George_Siemens Google. (2025). Gemini. https://gemini.google.com/app Loveless, B. (2023, April 14). 6 Essential Steps: How to Teach Digital Literacy to Your Students. Education Corner. https://www.educationcorner.com/how-to-teach-digital-literacy/ Mackey, J., & Evans, T. (2011). Interconnecting networks of practice for professional learning. The International Review of Research in Open and Distributed Learning, 12(3), 1. https://doi.org/10.19173/irrodl.v12i3.873 Pappas, C. (2023, May 1). Everything You Need To Know About The Connectivism Learning Theory. ELearning Industry. https://elearningindustry.com/everything-you-need-to-know-about-the-connectivism-learning-theory Pappas, C. (2024, July 26). 5 Tips for Using Connectivism In eLearning. eLearning Industry. https://elearningindustry.com/5-tips-using-connectivism-elearning Personal Learning Networks (PLNs). (2023). Umgc.edu. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc600/2258/unit-5/Personal-Learning-Networks--PLNs.html?ou=1385396 Seminole State Library. (2014). 5 Components of Information Literacy [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=1ronp6Iue9w Shagdar, Z. (2020, July 2). Connectivism - A learning theory [Video]. YouTube. https://www.youtube.com/watch?v=SvhY70C6Drk Siemens, G. (2005). Connectivism: A learning theory for the digital age. Www.itdl.org . https://www.itdl.org/Journal/Jan_05/article01.htm Stephen Downes. (2025, January 27). Wikipedia. https://en.wikipedia.org/wiki/Stephen_Downes Tower of Babel. (2019, October 2). Wikipedia. https://en.wikipedia.org/wiki/Tower_of_Babel Western Governors University. (2021, May 27). Connectivism Learning Theory. Western Governors University. https://www.wgu.edu/blog/connectivism-learning-theory2105.html

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Unidad 3: Cognitivismo In direct response to the ADDIE Model, the Successive Approximation Model (SAM) was created to combat the cascading effect found in the ADDIE Model (Pappas, 2025) and to allow for relatively quick adaptation to change (UMGC, 2024). This model is presented in two versions: a relatively quick design loop for smaller projects and a multi-phased, multi-staged approach for larger projects (Peck, n.d.). SAM 1 : also known as "Simple Sam" (Peck, n.d.) a condensed iterative design loop that is used for smaller projects, both during the project creation and after implementation (Thomas, 2015). Analyze the target audience and their needs Design the module/project Develop the module/project prototype Evaluate the prototype and adjust as necessary Continue the cycle as necessary Design Analyze & Evaluate Develop Start End SAM 2 : a three-interative-phase process that allows for continuous cycles of improvement (Thomas, 2015, UMGC, 2024). Preparataion Phase Background In the preparation phase , a blueprint is created by gathering background information, including identifying stakeholders, project goals and constraints, learning objectives, target audience, and needs assessment (Peck, n.d.; UMGC, 2024). This equates to the "Analyze" phase in SAM 1 Iterative Design Phase Prototype Review Design In the iterative design phase , the initial prototype is created, which is the "draft" that initiates a feedback cycle among stakeholders (UMGC, 2024). The stages within this phase include a Savvy Start, (a collaborative meeting for brainstorming), Project Planning (to outline timelines, roles, responsibilities, and milestones), and Additional Design (based on feedback and formative evaluation). In this phase, the scope, budget, and timelines are evaluated. This phase not only creates the initial prototype but can also lead to additional prototypes and resolve any issues with the original prototype. Before moving on to the Iterative Development Phase, feedback and stakeholder approval are needed. This phase is a more in-depth equivalent to the SAM 1 Design Phase. In the Iterative Development Phase , a design proof is created using visual aids (i.e., storyboards) as a visual blueprint for stakeholders. Initial content and assessments are created in the Alpha stage, then a subsequent Beta stage is used to refine the initial content. Finally, in the Gold stage, all improvements will have been made, preparing the project for rollout (UMGC, 2024). In this phase, all products are also tested on the delivery method (i.e., the learning management system), during the Design Proof and Alpha Phase, to ensure the project will be viable on the delivery system (Peck, n.d.). Iterative Development Phase Implement Evaluate Develop Rollout Implicaciones en el diseño instruccional (de aprendizaje) Whether it is in the Preparation Phase (Peck, n.d.) or the Iterative Design Phase (UMGC, 2024), hosting a "savvy start" meeting with stakeholders and subject matter experts to brainstorm and prototype is highly beneficial and a crucial part of the process. According to Peck (n.d.), a good rule of thumb is "breadth before depth" for any concept, and if there are more than three iterations in the Iterative Design Phase for any one concept, move along. When choosing this model, instructional (learning) designers) will need to remember this approach is better for less complex, more limited resources, and environments where flexibility is needed (Pappas, 2025). There is also the consideration that SAM involves stakeholders throughout the process, not just in the beginning and/or end. Fortalezas y limitaciones: Militar (Cuerpo de Marines) As with a few of the other models, SAM allows for continuous opportunities to improve the project Given that stakeholders, particularly the leadership in the organization, will want to be engaged in the process, This model can be labor and resource-intensive, which may call into question the return on investment for the project. To mitigate this, focusing on resource constraints will need to be a priority in the process. SAM has this feature built into the phases This model is scalable to meet the project complexity, either utilizing SAM 1 (the basic approach) or SAM 2 (the more complex approach). SAM addresses prototyping in the beginning, allowing for early adjustments in the overall process. With this model being very thorough but complex, there would need to be additional guidance from more seasoned instructional designers. Continuous changes can lead to scope creep, allowing the project to expand too far. With that in mind, scope parameters will need to be revisited at each milestone. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 1: Introducción Siguiente...Unidad 3: Modelo de Dick y Carey Show More Haga clic aquí para obtener referencias y recursos adicionales que contribuyeron a este contenido. Herrholtz, K. (2020). Rapid instructional design with SAM. eLearning Industry. https://elearningindustry.com/sam-successive-approximation-model-for-rapid-instructional-design Pappas, C. (2025, December 12. ADDIE model vs SAM model: Which is best for your next elearning project. eLearning Industry. https://elearningindustry.com/addie-vs-sam-model-best-for-next-elearning-project Peck, D. (n.d.). SAM - the successive approximation model of instructional design. [Video]. YouTube. https://www.youtube.com/watch?v=zMq_cysOqbY Thomas, J. (2015, September 27). SAM - successive approximation model [Video]. YouTube. https://youtu.be/zJwDCrl0bq4?si=pH3QXYckl-TAaYox University of Maryland Global Campus. (2024). Application of SAM in education and training contexts. Brightspace. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-6/overview-of-the-successive-approximation-model--sam-.html?ou=1378426

Esta sección presenta mi síntesis de LDTC 600: Teorías del Aprendizaje y Análisis del Alumno en el Diseño Instruccional. Refleja mi comprensión de las teorías fundamentales del aprendizaje, el análisis del alumno y su aplicación práctica en el diseño instruccional. Las secciones incluyen: Unidad 1: Introducción, derechos de autor y Creative Commons Unidad 2: Conductismo Unidad 3: Cognitivismo Unidad 4: Constructivismo Unidad 5: Conectivismo Unidad 6: Andragogía Unidad 7: Modelos de evaluación y aprendizaje Unidad 8: Microaprendizaje, IDD y verificación de portafolios Utilice el menú desplegable Teorías del aprendizaje arriba para seleccionar una unidad específica o haga clic en el ícono "Siguiente" para continuar con la Unidad 1. Siguiente...Unidad 1: Introducción

Unidad 1: Introducción, derechos de autor y Creative Commons Elegí la licencia CC BY-NC-SA 4.0 para garantizar que otros puedan redistribuir, remezclar, adaptar y desarrollar el material de mi portafolio, pero solo con fines no comerciales. Esta licencia también exige que quien lo reutilice me dé crédito y licencie el material modificado bajo los mismos términos. Para este portafolio, creo que los materiales que creo son más adecuados para uso no comercial. También quiero crear una herramienta que fomente la colaboración y ayude a otros estudiantes y diseñadores en sus proyectos académicos. 00:00 / 00:32 Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Tabla de contenidos Siguiente...Unidad 2: Conductismo Show More Haga clic aquí para obtener referencias y recursos Creative Commons. (19 de octubre de 2025). Acerca de las licencias CC. https://creativecommons.org/share-your-work/cclicenses/ Google. (2025). Géminis. https://gemini.google.com/app

Unidad 3: Cognitivismo Welcome to the next chapter in my learning experience, starting with a brief introduction. Unidad 3: Cognitivismo Artificial Intelligence (AI) has become increasingly popular in recent years, from its use on social media (Saheb et al., 2024) to the public adoption of AI across various facets of the Department of War (U.S. Department of War, 2026). In the realm of Instructional Design, the use of AI unlocks opportunities for Instructional Designers (Kereselidze, 2023) and the learning environments they create. Its incorporation in education is "an imminent reality rather than a futuristic ideal" (Sankaranarayanan & Park, 2023) AI has historically provided various time-saving features, including image generation, speech recognition, and plagiarism detection (Gibson, 2023). It enables learning designers to meet learners' needs more quickly and more efficiently, expanding the designer's capabilities (Kereselidze, 2023) AI's Implications for Instructional (Learning) Design Personalizes learning experiences to individual learners through adaptive techniques Automatically generates content and supplemental content to support the learning experience Analyzes data from the learners' interactions and provides learning analytics to predict trends Automates feedback and evaluation quickly Saves time by handling rudimentary administrative tasks Transforms abstract concepts into understandable graphics, videos, and storyboards Improves accessibility , such as transcribing content and generating captions. (Gibson, 2023; Henary, 2024; Peck, 2024; Ruiz-Rojas, 2023;) Considerations for Using AI Be aware of AI's susceptibility to bias or creating biased learning products due to faulty prompt engineering Ensure appropriate data security and protection of personal data Pay attention to information accuracy in AI-generated material Address academic integrity and the appropriate use of AI in the learning experience Be aware that AI can reduce educator and learner interactions, negatively impacting interpersonal development (Henary, 2024; Sankaranarayanan & Park, 2023) One of the key components of effective AI use is a collaborative approach that amplifies the learning environment (Henry, 2024). A key takeaway that I promote to my civilian and military members is to learn from AI just as much as it learns from you, the user. Each interaction with AI systems enhances their capabilities through prompt generation, thereby making them more efficient and responsive. Rather than becoming dependent on AI, users should use it to increase their own knowledge and ability. This ePortfolio is a great example. I use Google Gemini to generate images that I could not produce on my own. I also use Grammarly to ensure my writing is clear and concise while maintaining integrity. With each correction or suggestion Grammarly provides, I use the feedback to improve my writing. Cuando veas este icono del reproductor multimedia, Haga clic en el botón Reproducir para escuchar el audio de esa sección. 00:00 / 02:58 Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Tabla de contenidos Siguiente...Unidad 2: Modelo ADDIE Show More Haga clic aquí para obtener referencias y recursos Gibson, R. (2023, August 14). 10 ways artificial intelligence is transforming instructional design. Educause Review. https://er.educause.edu/articles/2023/8/10-ways-artificial-intelligence-is-transforming-instructional-design Henry, J. (2024, July 4). AI: Friend or foe to the instructional design industry? eLearning Industry. https://elearningindustry.com/ai-friend-or-foe-to-the-instructional-design-industry Kereselidze, M. (2023, August 17). The role of artificial intelligence in instructional design. eLearning Industry. https://elearningindustry.com/role-of-artificial-intelligence-in-instructional-design Peck, D. (2024, December 5). 10 Ways AI is Used in Instructional Design (+ Best Tools) | Devlin Peck. Www.devlinpeck.com . https://www.devlinpeck.com/content/ai-in-instructional-design Sankaranarayanan, R. & Park, J. J. (2023). AI-Driven Instructional Design: Ethical Challenges and Practical Solutions. https://doi.org/10.59668/270.16880 Ruiz-Rojas, L. I., Acosta-Vargas, P., De-Moreta-Llovet, J., & González, M. (2023). Empowering Education with Generative Artificial Intelligence Tools: Approach with an Instructional Design Matrix. Sustainability, 15(15), 11524–11524. https://doi.org/10.3390/su151511524 Saheb, T., Sidaoui, M., & Schmarzo, B. (2024). Convergence of artificial intelligence with social media: A bibliometric & qualitative analysis. Telematics and Informatics Reports, 14(100146), 100146. https://doi.org/10.1016/j.teler.2024.100146 U.S. Department of War. (2026). War Department Launches AI Acceleration Strategy to Secure American Military AI https://www.war.gov/News/Releases/Release/Article/4376420/war-department-launches-ai-acceleration-strategy-to-secure-american-military-ai/

Unidad 3: Cognitivismo The ADDIE Model is a widely recognized, structured, five-phase approach to instructional (learning) design and creating effective learning experiences. Each phase builds on the previous one, from researching needs to evaluating the effectiveness of attempts to meet them. Though usually represented as an iterative process with unidirectional flow, instructional designers can revisit each phase as necessary, often revisiting the Evaluation Phase intermittently throughout, in addition to formally treating it as its own phase at the end of the process. The key features for this model are structure, thoroughness, and learner centricity. 00:00 / 00:57 ***Click*** on each icon below to learn more about each phase. ***Listen*** for the narration provided in each phase. This preliminary phase sets the stage for a meaningful and effective learning experience. In this phase, we answer targeted questions, such as: What knowledge, skills, or attitudes (KSAs) gap(s) need to be addressed and why? Who are our learners and what are their learning needs? What are the learning conditions and timeframes? What are our constraints (i.e., budget, time, resources, etc.), and how can we mitigate the impact they have on this learning experience? What does success look like for the learning project, the learners, and the organization, and how do we measure it? This is the phase where we ask the right questions, before we head in the wrong direction. Analyze Design Develop Implement Evaluate Creates the blueprint and the roadmap to outline a successful learning experience. This phase is used to determine the best strategies and delivery method(s) that align with learners' preferences and maintain learner motivation. This is also the phase for identifying e valuation methods and the supporting resources (learning management systems, media, etc.) to maximize both the user interface (UI) and the user experience (UX). This phase is the structure that prevents us from wasting time and extensive rework later. Once the overarching plan is developed, it's time to create the initial project version. This includes creating and/or sourcing the media and materials, then integrating them into the learning management system (LMS) or other technology-based platforms. Every piece of content that both learners and educators will interact with is created in this phase. The products from this phase will be tested via pilots and final reviews to ensure they meet learning outcomes, regulatory guidelines, and learning accessibility needs. This phase turns the vision into reality (or at least an initial version). The learning experience has been researched, planned, and developed; now it needs to be executed with fidelity. This is done either by the designer or another educator, using the materials created in the Develop phase. Prior to execution, learners are prepared and given initial guidance, while the educator is provided with all they need to deliver the material. During this phase, the designer provides technical and instructional support while monitoring, collecting, and assessing data to enable immediate course corrections and inform future interactions. This phase assesses the effectiveness of the previous preparatory phases and the designer's ability and willingness to adapt their creation to stakeholders' needs. Even though the Evaluation Phase appears as the last stage of the model, it's used to refine each phase throughout the process. Diagnostic evaluations can be used to analyze learners, while formative evaluations can be used to refine the learning experience throughout implementation. Summative evaluations using Kirkpatrick's Four Levels of Evaluation (reaction, learning, behavior, and results) will assess the effectiveness of the learning experience and report the return on investment (ROI) to stakeholders and decision-makers. This phase is effective throughout the ADDIE process. As a phase in itself, it is not the end of the process but a segway back to other phases, initiating a cyclical process. Implicaciones en el diseño instruccional (de aprendizaje) The ADDIE Model serves as a structured, systematic, intentional approach to instructional (learning) design. Whether it is higher learning, nonprofit organizations, corporate training, military training and education, or personal and professional development, ADDIE is one of the more predominant approaches to building learning experiences. As a popular and highly regarded model, it is imperative for instructional (learning) designers to master either a dedicated, specific phase or, preferably, the overall process. The model outlines considerations in the preparatory, execution, and follow-through of a learning project. A key component for future development is taking the traditional, unidirectional approach and incorporating greater versatility into the model, with evaluation emphasized throughout. Another key component for future development is taking the traditional model of the 1970's and test applicability to modern, technologically advanced learning environments; possibly incorporating Connectivism. 00:00 / 01:06 Fortalezas y limitaciones: Militar (Cuerpo de Marines) ADDIE is well-established in both the Military and Civilian organization, making it easy to get a project approved by providing all supporting documents that outline the ADDIE process. It provides a systematic, structured, and clear framework, which is valued in both the military and federal environments. Improper analysis and/or evaluation can compound and negatively impact the entire process . Its not ideal for the highly agile environments that don't allow time to fully engage each phase, which is a characteristic of the organization. It can easily measure the anticipated cost of this project, which is also highly valued in this funding-constrained fiscal environment. It's designed as an iterative approach, building in the expectation for continuous process improvement; as the organization evolves, so will the training. Given the target audience, the emphasis on a learner-centric approach fits within the characteristics of adult learners. It emphasises the critical need for evaluations, which will be necessary to provide reporting the ROI to organizational leaders. It can be used for online and blended learning, the expected approach for this mini-course. The evaluation phase can be intensive and may conflict with competing priorities in the dynamic organization. It's a lengthier process than other models and may be more costly. It may be slow to respond to changing priorities or expectations. This ties back to the organization being very dynamic and having to respond to changes in priorities at higher levels, like the Department of War. Some of the things I can do to overcome these challenges are maintain adaptability, incorporate the use of SME's when conducting the Evaluation Phase, and partner with other entities to ensure the Analysis Phase is conducted thoroughly and appropriately. 00:00 / 02:06 Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 1: Introducción Siguiente...Unidad 3: Modelo de Dick y Carey Show More Haga clic aquí para obtener referencias y recursos adicionales que contribuyeron a este contenido. Boogaard, K. (n.d.). The ADDIE model: A beginner’s guide. GoSkills.com. https://www.goskills.com/Resources/ADDIE-model Covello, S. & Ritzhaupt, A.D. (2017, December 10). Analysis. ADDIE Explained. https://pressbooks.usnh.edu/addieexplained/chapter/analysis/ DeBell, A. (2020, January 6). What is the ADDIE Model of Instructional Design? Water Bear Learning. https://waterbearlearning.com/addie-model-instructional-design/ Digital Learning Institute. (2021, June 23). The ADDIE Learning Model for Instructional Designers. Digital Learning Institute. https://www.digitallearninginstitute.com/blog/the-digital-learning-design-process-addie-model-for-instructional-design ELM learning. (2024). What is ADDIE? Your Complete Guide to the ADDIE Model. ELM Learning . https://elmlearning.com/hub/instructional-design/addie-model/ Evans, L. (2022, September 9). The ADDIE Model for Instructional Design [+Pros/Cons & FAQs]. University of San Diego Online Degrees. https://onlinedegrees.sandiego.edu/addie-model-instructional-design/ Gardener, J. C. (2011, September 25). The ADDIE analysis phase [Video]. YouTube. https://www.youtube.com/watch?v=JZdv5lrJs4U Gardener, J. C. (2011, September 25). The ADDIE design phase [Video]. YouTube. https://www.youtube.com/watch?v=BhLIiF9QyTo Gardener, J. C. (2011, September 25). The ADDIE development phase [Video]. YouTube. https://www.youtube.com/watch?v=JZdv5lrJs4U Gardener, J. C. (2011, October 8). The ADDIE implementation phase [Video]. YouTube. https://www.youtube.com/watch?v=q8yky6-P1Uw Gardener, J. C. (2011, October 18). The ADDIE evaluation phase [Video]. YouTube. https://www.youtube.com/watch?v=CBoI0wBo4vw Hardy, M. (2025, February 17). Unpacking the Mystery: What is the ADDIE Model and Why You Should Care. Medium. https://dorea-hardy.medium.com/unpacking-the-mystery-what-is-the-addie-model-and-why-you-should-care-437d3b76c763 Pappas, C. (2021, January 13). ADDIE Model Vs SAM Model: Which Is Best For Your Next eLearning Project. ELearning Industry. https://elearningindustry.com/addie-vs-sam-model-best-for-next-elearning-project Peck, D. (2022, December 21). The ADDIE model of instructional design [Video]. YouTube. https://www.youtube.com/watch?v=JB6aDdq3HTI Peck, D. (2024, January 12). The ADDIE Model of Instructional Design. Www.devlinpeck.com. https://www.devlinpeck.com/content/addie-instructional-design Treser, M. (2015, August 16). Getting to know ADDIE: Part 1 - analysis. eLearning Industry. https://elearningindustry.com/getting-know-addie-analysis Treser, M. (2015, August 24). Getting to know ADDIE: Part 2 - design. eLearning Industry. https://elearningindustry.com/getting-to-know-addie-design Treser, M. (2015, September 3). Getting to know ADDIE: Part 3 - development. eLearning Industry. https://elearningindustry.com/getting-to-know-addie-development Treser, M. (2015, September 11). Getting to know ADDIE: Part 4 - implementation. eLearning Industry. https://elearningindustry.com/getting-know-addie-implementation Treser, M. (2015, September 30). Getting to know ADDIE: Part 5 - evaluation. ELearning Industry. https://elearningindustry.com/getting-know-addie-evaluation Watson, E. (n.d.). Defining Assessment. University of Alberta Center for Teaching and Learning. https://www.ualberta.ca/centre-for-teaching-and-learning/media-library/teaching-institute/2019/assessment/defining-assessment-and-evaluation.pdf Northern Illinois University Center for Innovative Teaching and Learning. (2012). Formative and Summative Assessment. Northern Illinois University . https://www.niu.edu/citl/resources/guides/instructional-guide/formative-and-summative-assessment.shtml%E2%80%8B

Unidad 3: Cognitivismo Rapid Instructional Design, also referred to as Rapid Prototyping or Rapid eLearning (UMGC, 2024), is intended to quickly address specific knowledge gaps and aligns with agile project management (Chen, 2024). It includes Analysis & Needs Assessment, Design & Planning, Content Development, Prototype & Testing, Deployment & iteration, and Evaluation & Maintenance. In this approach, rapid prototyping is used in lieu of testing fully developed materials. The Rapid Instructional Design approach is beneficial for process, knowledge, procedure, and induction-based learning (Thais, 2019). Analysis & Needs Assessment : Collaborate with stakeholders and subject-matter experts to conduct a thorough analysis of learners, learning objectives, and resources. Design & Planning : Determine the delivery methods, content format, and assessments to create a learning experience that is simple but aligned with the learning objectives. Content Development : Quickly create and/or repurpose existing content and components of the learning experience while working closely with stakeholders and subject matter experts. Prototype & Testing : Create a feedback loop that uses quick prototyping and testing to implement and receive feedback from learners and stakeholders, allowing for quick updates and improvements. Deployment & Iteration : Execute the learning experience and make subsequent updates and improvements to meet the learner's changing needs. Evaluation & Maintenance : Use the predetermined evaluation criteria to measure the learner's performance and determine if the learning experience is producing the desired outcomes. Implicaciones en el diseño instruccional (de aprendizaje) Unlike traditional models, this approach emphasises speed and simplicity, rather than lengthy processes, to build an effective learning experience. This approach is much more iterative in nature and promotes continuous feedback throughout the process. It also has a strong focus on narrowing down materials to address only necessary learning objectives and on the designer maintaining ongoing collaboration with stakeholders and subject matter experts. One key feature of this approach is the use of pre-existing material or the improvement of current learning designs. Fortalezas y limitaciones: Militar (Cuerpo de Marines) It takes less time, which also means it involves less cost, and yet it remains flexible and adaptable. If this mini-course had a tight deadline, this approach is designed for such requirements. It is not as in-depth as traditional approach, which may be a concern for stakeholders Because of the expedited process, there is a higher need to involve subject matter experts from the beginning of the process This approach is a means to incorporate existing content to easily convert into e-learning materials. Using this approach can possibly lead to a lack of high-quality content and design The lack of emphasis on the analysis may also be a concern for the organization Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 1: Introducción Siguiente...Unidad 3: Modelo de Dick y Carey Show More Haga clic aquí para obtener referencias y recursos adicionales que contribuyeron a este contenido. Chen, I. Y. (2024, April 25). #12 Learning Design: Rapid Instructional Design. Medium. https://medium.com/@yingyuchen_97399/12-learning-design-rapid-instructional-design-92e871a8ff7e Pappas, C. (2024, July 25). Rapid elearning advantages and disadvantages. eLearning Industry. https://elearningindustry.com/rapid-elearning-advantages-and-disadvantages Prasad, D. R. (2021, May 17). A Training Manager’s Guide To What Rapid Learning Is And What It’s Not. ELearning Industry. https://elearningindustry.com/training-managers-guide-to-what-rapid-learning-is-and-not Thais (2019, January 22). The rapid instructional design model – my favorite model to the job done. https://mylove4learning.com/the-rapid-instructional-design-model-my-favorite-model-to-get-the-job-done/ University of Maryland Global Campus. (2024). Limitations of rapid instructional design. Brightspace. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-5/overview-of-rapid-instructional-design-approach-.html?ou=1378426

Bienvenido a Mi Portafolio Reavivar la pasión por el aprendizaje "La educación no es llenar un cubo, sino encender un fuego". - Sócrates About Me Académico Profesional Personal Soy una persona con una formación continua, con una licenciatura en Administración , un Certificado de Posgrado en Liderazgo de Organizaciones sin Fines de Lucro y una Maestría en Educación en Liderazgo Organizacional y Aprendizaje de Adultos, todos de la Universidad de Park . Actualmente estoy cursando una Maestría en Diseño y Tecnología del Aprendizaje en el Campus Global de la Universidad de Maryland. Sargento Mayor de Artillería del Cuerpo de Marines de los Estados Unidos, donde me desempeño como Asesor Superior de Tropas y Jefe Regional de Operaciones de los Servicios Comunitarios del Cuerpo de Marines . Tengo experiencia en Igualdad de Oportunidades, Prevención del Suicidio y Manejo del Estrés, y Respuesta y Prevención de Agresiones Sexuales. En mi tiempo libre leo, generalmente sobre temas relacionados con la dinámica de las relaciones y el comportamiento humano. También soy un ávido aficionado a los videojuegos y los cómics, y me gusta disfrutar del aire libre con mi pareja cuando puedo. Cuando veas este icono del reproductor multimedia, Haga clic en el botón Reproducir para escuchar el audio de esa sección. 00:00 / 01:02 Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website.

Unidad 3: Cognitivismo Learning Outcomes vs. Learning Objectives Nested within the Program Outcomes are the Course Learning Outcomes and subordinate Learning Objectives, whether they be module or weekly outcomes (The American Women's College, n.d.). The Course Learning Outcome defines the overarching, likely complex goal, while the subordinate Learning Objectives are the broken-down, manageable blocks that lead to the Course Learning Outcome. This is a similar approach to what the Marine Corps uses. Terminal Learning Objectives are the overarching knowledge, skills, and attitudes that a learner must demonstrate upon completing a module or course (Department of the Navy, 2016). Enabling learning objectives are the smaller, specific milestones or manageable steps to achieving the terminal objective. Additional milestones include specific tasks and assessments (Parker, 2021). Examples: Learning Outcome : Upon completion of this mini-course, learners will be able to differentiate among the ten supporting and operational Divisions within Marine Corps Community Services (MCCS), Marine Corps Installations (MCI) – West, based on their primary functions and responsibilities Learning Objective : By the end of this module, learners will recall the names of the ten Divisions within MCCS, MC-West. Learning Objective: Given a list responsibilities, learners will match the Division with the respective resource(s) it provides. Learning Outcome: By the end of this mini-course, learners will be able to explain how a selected MCCS program or facility supports the Marine Corps Total Fitness (MCTF) concept. Learning Objective : Presented with a list of resources, the learner will communicate which MCTF pillar the resources best support and why. Learning Objective : Given a scenario involving a Marine in need of assistance, the learner will connect the Marine's needs with the applicable MCCS resource. Bloom's Taxonomy is "a structural classification system for defining and distinguishing different levels of human cognition" (Learning Everest, 2024). This system consists of six levels: Remember: the learner simply retrieves the information from memory. The learner doesn't necessarily need to understand or do anything with the information; they simply need to be able to recall it. In my mini-course, a learner only needs to recite the ten Divisions within the organization. Understand: the learner takes the recallable information and is able to explain the information, even in generalized terms, and give it meaning. The learner can go beyond simply reciting information and summarize, explain, and/or describe it. In my mini-course, learners would be able to describe each Division in their own words. Apply: the learner takes the existing knowledge and is able to use it for new situations, new environments, and/or new contexts. In my mini-course, learners will be able to address customer needs by connecting them with the appropriate Division and its respective resources. Analyze : the learner utilizes critical thinking to identify patterns and relationships. At this level, learners can question and experiment with their knowledge. They can break down knowledge into smaller parts. When looking at the Marine Corps Total Fitness (MCTF) concept, learners can deconstruct each Division's resources and connect multiple Division resources to each respective MCTF pillar. Evaluate : the learner operates at a level where they are able to critique and assess the value of information, rather than just consuming it. At this level, learners can hypothesize and make conclusions. In my mini-course, learners can test resources for effectiveness and judge the level of necessity for each Division's resources. Create : the learner is able to generate, design, and construct new knowledge. Where previous levels allowed for breaking down knowledge, this level allows the learner to build new schemas. In my mini-course, this level of knowledge leads to process improvement and learners being able to design new resources. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 1: Introducción Siguiente...Unidad 3: Modelo de Dick y Carey Show More Haga clic aquí para obtener referencias y recursos adicionales que contribuyeron a este contenido. Department of the Navy (2016, September 15). Marine Corps instructional systems design/systems approach to training and education handbook. (NAVMC 1553.aA). Learning Everest. (2024, March 1). Benjamin Bloom’s taxonomy in workplace training: Taking learning to a higher level. https://www.learningeverest.com/benjamin-blooms-taxonomy-in-workplace-training-taking-learning-to-a-higher-level/#:~:text=Bloom Parker, T. (2021, May 12). Terminal Objective, Enabling Objectives, Tasks & Assessments. Medium. https://triciaparkerdesigns.medium.com/terminal-objective-enabling-objectives-tasks-assessments-76461288095a The American Women's College. (n.d.). Learning outcomes and objectives. Course development handbook. Bay Path University. https://open.baypath.edu/coursedevelopment/chapter/program-level-objectives/ University of Maryland Global Campus. (2024). Course learning outcomes (terminal) vs. learning objectives (enabling). Brightspace. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-7/course-learning-outcomes--terminal--vs--learning-objectives--ena.html?ou=1378426

Unidad 8: Microaprendizaje, IDD y verificación de portafolios Por qué Con base en los comentarios de una encuesta anónima y una sesión de intercambio de ideas con el Grupo Asesor de la División de la organización, se identificaron algunas deficiencias organizacionales. Una de ellas, en particular, es la falta de conocimientos y experiencia de los nuevos gerentes para abordar medidas disciplinarias y planes de progreso. A pesar de que Recursos Humanos aborda el tema con un curso extenso y tradicional, impartido mediante un método de clase informal, los nuevos gerentes han expresado inquietudes sobre sus capacidades. Este minicurso ofrece un enfoque alternativo para abordar esta brecha de conocimientos en los gerentes junior. Qué Un minicurso complementario opcional y no lineal para estudiantes (gerentes), proporcionado en línea para promover el aprendizaje autodirigido según la conveniencia del agitado horario de los estudiantes. OMS El grupo de aprendices incluye tanto a infantes de marina en servicio activo como a empleados civiles del Fondo No Asignado (NAF) en puestos directivos a tiempo completo. Todos habrían sido ascendidos o contratados para su puesto directivo en un plazo de un año o menos y provienen de diversas divisiones, como Venta Minorista y Servicios, Programas de Infantería de Marina y Familias, y Semper Fit, entre otras. Dado el grupo de aprendices, se tratará de una mezcla de diversas edades, razas, géneros, formación previa y posibles necesidades de accesibilidad. Su motivación habitual es adquirir los conocimientos y las habilidades para abordar asuntos disciplinarios de forma eficiente, dentro de las normas establecidas, evitar infracciones y facilitarles el proceso. En esencia, una combinación de instinto de supervivencia e interés propio, junto con cualquier motivación adicional para invertir en su personal. Cómo Este minicurso tiene una estructura similar a la de un Curso Online Masivo y Abierto, lo que permite a los estudiantes acceder a él cuando les resulte conveniente. Se divide en tres módulos breves y no lineales basados en un escenario que implica una acción disciplinaria. El curso logra los siguientes resultados de aprendizaje: Terminal Learning Objective: Given a scenario, effectively address a staff member's adverse conduct/behavior in accordance with the organization's regulations. Enabling Learning Objectives: Complete the proper documentation. Enabling Learning Objectives: Match appropriate conduct/behaviors.responses to respective. Enabling Learning Objectives: Conduct a counseling with an employee. Each module will be accessible, independant of the others, allowing the learner to choose their learning path. All three modules tie into the same final learning outcome. Each module will have the same theme, but follow a different methods: Job aids, to include a guide and fillable PDF forms, for the learner to not only be familiar with the process but also the references that govern the process. An interactive inforgraphic that follows a story, incorporating gamification to make choices at each milestone along the learners path. At each set of options, the learner will be presented with positive visuals and sounds for correct answers and pop-up messages for incorrect answers to guide the learner toward the correct answer. An interactive video with branching scenarios, leading to different outcomes based on the learner's choices. Evaluaciones formativas, donde se proporciona al alumno retroalimentación inmediata para comprobar su comprensión (Watson, sin fecha): Al enviar el formulario PDF, identifique la información incorrecta o faltante. En cada elección a través de las imágenes, sonidos y mensajes emergentes enumerados anteriormente. Con cada interacción, el personaje del vídeo responderá positiva o negativamente. Authentic Assessment , which gauges the learner's ability to transfer their knowledge to real-world contexts (Authentic Assessment, n.d.), is built into the Formative Assessments. The Follow-up Assessment is conducted with staff members and the Human Resources Division will evaluate. Note: At the conclusion of the minicourse, learners will be provided a list of resources to help build their Personal Learning Networks (PLN) with other learners for continued collaboration on more complex situations. Note: This minicourse can be further developed to follow the same format and structure but with more complex situations. Having the similar structure build familiarity with the course structure but provide increasingly difficult versions to promote learning at the individual learner's Zone of Proximal Development (McLeod, 2024). This also assists with progression, similar to Bruner's Sprial Curriculum (Main, 2022), returning to specific concepts but more complex infomration to challenge learners, treating the minicourse and part of a series for progression. Teorías de aprendizaje aplicables Este minicurso fue diseñado inicialmente con algunas teorías de aprendizaje en mente, pero se basa predominantemente en la andragogía. Conductismo : Los estímulos utilizados durante los módulos se basan en el aprendizaje operante de Skinner (CrashCourse, nd) y el condicionamiento clásico de Pavlov (Stangor y Walinga, 2014), dando al alumno retroalimentación inmediata y promoviendo comportamientos repetidos (decisiones correctas) y desalentando comportamientos no deseados (elecciones incorrectas) utilizando señales auditivas y visuales. Puntos fuertes: Las señales positivas y negativas son fáciles de emplear en un minicurso virtual y pueden ser tan simples como un ruido o un vector feliz/triste. Challenges : The cues only help identify learners' choices and ignore the internal processes that led to correct or incorrect decisions. Constructivism : In the minicourse, learners are expected to either assimilate new knowledge into their existing schemas or accommodate it by revising their existing knowledge (University of Buffalo, 2024). The minicourse is also intended to challenge the learner and provide context to engage curiosity (McLeod, 2023). Strengths : Approaching this minicourse with Constructivism in mind emphasizes the importance of actively engaging the learner and personalizing the learning to some extend. It also maintains the educator in a secondary role, not the source of information, while still giving the educator a minimal amount of control. It also considers the role of the learners preexisting knowledge from their experience. Challenges : Due to the nature of the learning outcome, there is not as much opportunity for the learning to construct a meaning or system of meaning (PHILO-notes, 2021). Also, there isn't a great deal of collaboration with other learners (Olusegun, 2015) but opportunities could be created post-course. Connectivism : Not necessarily imbedded in the minicourse but providing the learning resources, both digital and points of contact to build their PLN (Personal Learning Networks, 2023) to assist with future real-world situations that unique or more complex. Strengths : Provides the learner an avenue for self-directed learning that grants them autonomy, beyond the minicourse and learning opportunities at their convenience for refreshers or further exploration. Challenges : Due to the rigidity of the organization's policies, the nodes for learners to seek out on their own are more limited, given some information would not be applicable for federal jobs. This would require the learners to execute digital literacy and understanding of how federal sources differ from non-federal sources. Andragogy : The minicourse is based on adult learners requiring autonomy and control, which is why its an optional course and allows the learner to choose their path, promoting this course as optional also assumes the learner is intrinsically motivated to pursue self-directed learning (Colman, 2024). With the assumption that adult learners acquisition of knowledge, the minicourse provides feedback to help reshape the learners schema for this topic. The modules are specifically designed with different approaches to keep the learners attention and be multifaceted for different learners. One way to take this even further would be to replicate the modules and have different versions of each modules for different types of learners or to address any accessibility considerations. The content incorporates storytelling as by the nature of being a minicourse, breaks up the information for incremental learning. The approach also utilizes a form of experiential learning that introduces the experience, the scenario, and then allows for reflection (Colman, 2024). Strengths : Provides a learning approach that provides real-world relevance and addresses an immediate need or problem to be solved, which maintains the learner's attention. It also fits into the learner's busy schedule and is not required for those learners who have mastered this knowledge, reducing redundancy. Challenges : The assumptions that learners will take the initiative without being forced to take this minicourse as part of their own progress plan may not apply to all applicable learners. Given the MOOC approach, it does not fully allow for opportunities to adapt to the various types of learners without extensive work in creating multiple versions of the modules. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 7: Evaluaciones Show More Haga clic aquí para obtener referencias y recursos adicionales que contribuyeron a este contenido. Alreend, M. (2025, March 7). The Pros and Cons of MOOCs for Learning: A Transformative Educational Experience. Medium. https://johnmikey.medium.com/the-pros-and-cons-of-moocs-for-learning-a-transformative-educational-experience-07333bc4b6d6 Andreev, I. (2022, January 27). Microlearning. Valamis. https://www.valamis.com/hub/microlearning Bailey, L. (2022, June 7). How to Create a Mini Course (Step-by-Step Guide, Examples, and 7 Expert Tips). Thinkific. https://www.thinkific.com/blog/create-a-mini-course/#what-is-a-mini-course Colman, H. (2024, November 11). Adult learning theories: Everything you need to know. Ispringsolutions. https://www.ispringsolutions.com/blog/adult-learning-theories CrashCourse. (n.d.). How to train your brain: CrashCourse psychology #11 [Youtube channel]. YoutTube. https://www.youtube.com/watch?v=qG2SwE_6uVM Evanik, J. (2023, April 17). The Benefits of Microlearning for Higher Education. https://elearningindustry.com/the-benefits-of-microlearning-for-higher-education Google. (2025). Gemini. https://gemini.google.com/app Kumar S. (2022, February 23). 3 Effective and Impactful Examples of Microlearning. ELearning Industry. https://elearningindustry.com/effective-and-impactful-examples-of-microlearning Larson, K. (2022, April 14). 5 Reasons Microlearning is Here to Stay. Demco. https://ideas.demco.com/blog/5-reasons-microlearning-is-here/ Maccormack, J. P. (2014). [Brief] make a bigger impact by saying less. Hoboken, Nj Wiley C. Main, P. (2022, January 6). The Spiral Curriculum: A teacher’s guide. Www.structural-Learning.com . https://www.structural-learning.com/post/the-spiral-curriculum-a-teachers-guide McLeod, S. (2023, September 29). Extrinsic Vs. Intrinsic Motivation: What's the Difference? . Simply Psychology. https://www.simplypsychology.org/zone-of-proximal-development.html McLeod, S. (2024, February 1). Zygotsky's Zone of Proximal Development and Scaffolding Theory . Simply Psychology. https://www.simplypsychology.org/zone-of-proximal-development.html Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. IOSR Journal of Research & Method in Education , 5(6), 66-70 Personal Learning Networks (PLNs). (2023). Umgc.edu. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc600/2258/unit-5/Personal-Learning-Networks--PLNs.html?ou=1385396 PHILO-notes. (2021, September 1). What is constructivism? [Video]. YouTube. https://www.youtube.com/watch?v=6Y2sU18vWb4 Riis, R. [Rued Riis]. (2020, December 23). What is Microlearning? [Video]. YouTube. https://www.youtube.com/embed/KlbsuPAibfY?feature=oembed Stangor, C. and Walinga, J. (2014). Introduction to Psychology - 1st Canadian Edition. Victoria, B.C.: BCcampus. https://opentextbc.ca/introductiontopsychology/ University of Buffalo. (2024). Constructivism . University of Buffalo. https://www.buffalo.edu/catt/teach/develop/theory/constructivism.html Watson, E. (n.d.). Defining Assessment. University of Alberta Center for Teaching and Learning. https://www.ualberta.ca/centre-for-teaching-and-learning/media-library/teaching-institute/2019/assessment/defining-assessment-and-evaluation.pdf What is Microlearning? (n.d.). Association for Talent Development. https://www.td.org/talent-development-glossary-terms/what-is-microlearning

Unidad 2: Conductismo Even though an asynchronous approach benefits from reduced cognitive overload, learner autonomy and pacing, and ease of accessibility (Bowers, 2026; Ravi, n.d.), it also comes with challenges. They include ineffective passive learning, learner isolation, and procrastination. The goal of these activities is to mitigate these challenges while providing an effective learning experience. The range of activities is intended to achieve the acquisition of knowledge, skills, and attitudes through different approaches that cater to different preferred learning styles. Activity 1 : A 3-minute pre-course and post-course assessment , in the form of quizzes, that serves as both a diagnostic assessment and showcases the knowledge the learners acquire through completing the mini-course. The learner is provided feedback via a quantitative score. [CLO 1, CLO 4, CLO 5] Activity 2 : Assign the learner a form of independent research that challenges the learners to identify additional resources on the Marine Corps Community Services website not specifically covered in the mini-course. In identifying the additional resource, provide a brief written summary of how the learner's job relates to or supports that resource and post's on the organization's Microsoft Teams. This activity encourages learners to contribute to a resource bank, participate in the iterative development process, and review sources beyond the immediate course material. Feedback is given by both facilitators and peers and the activity takes approximately 10-minutes, depending on the length of the learner's written summary. [CLO 2, CLO 3] Activity 3 : Watch and learn from a 5-minute video presentation, then reflect on the learning experience via an online journal. The learners will respond to prompts that ask them to reflect on what they learned from the module, what they already knew, and what information challenged their pre-existing schemas about the module topic. The videos will be interactive, incorporating hotspots and branching scenarios to promote active learning in the asynchronous environment. Immediate visual and audio cues provide the learner with immediate feedback, where the journal incorporates a self-assessment. The learner is able to repeat the branching scenarios, using different responses, to achieve different end-results. [CLO 1, CLO 4, CLO 5] Activity 4 : Use a problem-based scenario as a means for learners to work through a real-world scenario of interacting with a Marine or Sailor. By the end of the scenario, the learner is presented with an outcome to reflect on, based on their decisions. [CLO 4, CLO 5, CLO 6] Activity 5 : Upon completion of the mini-course, add the learners to an online forum , allowing them to interact and have collaborative dialogue with other learners who have also completed the mini-course. Note: This is a post-course activity, but is included as a method for additional, self-directed learning. [CLO 1, CLO 2, CLO 6] Activity 6 : Use a rapid-fire, matchmaking game for learners to connect different programs to their respective division, and another for which pillars of the Marine Corps Total Fitness concept they support. For each answer, a pop-up appears with a brief statement that provides additional information. [CLO 4, CLO 5] Activity 7 : Pair and share activity where the learner is provided a scenario, which they use to either build a personal development plan or modify an existing one to support a Marine's needs. They subsequently post their new or revised plan on the organization's Microsoft Teams for a facilitator or peer to provide feedback. Learners will also provide feedback to another peer's posting. (CLO 4, CLO 5) Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 6: Andragogía Siguiente...Unidad 8: Microaprendizaje Show More Haga clic aquí para obtener referencias y recursos Bowers, L. (2026, January 6). How to Make Asynchronous Online Courses That Learners Enjoy. Topclasslms.com; Advanced Solutions International, Inc. https://blog.topclasslms.com/asynchronous-online-courses Ivanovska, S. (2023, March 28). Elevate Your Learning Experience: 8 Asynchronous Activities To Try Today. ELearning Industry. https://elearningindustry.com/elevate-your-learning-experience-asynchronous-activities-to-try-today Paulson, E. (2025, March 25). Asynchronous Icebreakers. Conestoga. https://tlconestoga.ca/asynchronous-icebreakers/ Ravi, P. (n.d.). How to create a compelling asynchrounous learning experience. Kritik. https://www.kritik.io/blog-post/how-to-create-a-compelling-asynchronous-learning-experience University of Tasmania. (n.d.). Examples of learning activities. https://www.teaching-learning.utas.edu.au/learning-activities-and-delivery-modes/planning-learning-activities/examples-of-learning-activities

Esta sección presenta mi síntesis de LDTC 600: Teorías del Aprendizaje y Análisis del Alumno en el Diseño Instruccional. Refleja mi comprensión de las teorías fundamentales del aprendizaje, el análisis del alumno y su aplicación práctica en el diseño instruccional. Las secciones incluyen: Unidad 1: Introducción, derechos de autor y Creative Commons Unidad 2: Conductismo Unidad 3: Cognitivismo Unidad 4: Constructivismo Unidad 5: Conectivismo Unidad 6: Andragogía Unidad 7: Modelos de evaluación y aprendizaje Unidad 8: Microaprendizaje, IDD y verificación de portafolios Utilice el menú desplegable Teorías del aprendizaje arriba para seleccionar una unidad específica o haga clic en el ícono "Siguiente" para continuar con la Unidad 1. Siguiente...Unidad 1: Creative Commons

Unidad 2: Conductismo Esta unidad se centra en la teoría conductista del aprendizaje. ¿Qué es? ¿Cómo surgió? ¿Cómo te beneficia como diseñador instruccional (de aprendizaje)? Haz clic en el video a continuación para descubrirlo; hay subtítulos disponibles. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 1: Creative Commons Siguiente...Unidad 3: Cognitivismo Show More Haga clic aquí para obtener referencias y recursos 2023 Demographics by Age: Interactive Profile of the Military Community . (September, 2023). Retrieved October 26, 2025 from https://demographics.militaryonesource.mil/chapter-2-age 2023 Demographics by Education Interactive Profile of the Military Community . (September, 2023). Retrieved October 26, 2025 from https://demographics.militaryonesource.mil/chapter-2-education Bates, T. (2022). Teaching in a digital age: guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/ Brau, B., Fox, N., & Robinson, E. (2018). Behaviorism. In R. Kimmons, The Student's Guide to Learning Design and Research. EdTech Books. Retrieved October 27, 2025 from https://edtechbooks.org/studentguide/behaviorism B. F. Skinner . (2025, October 6). Wikipedia. Retrieved October 28, 2025 from https://en.wikipedia.org/wiki/B._F._Skinner CrashCourse. (n.d.). How to train your brain: CrashCourse psychology #11 [Youtube channel]. YoutTube. https://www.youtube.com/watch?v=qG2SwE_6uVM Department of the Navy. (2020). Learning . (MCDP 7). https://www.marines.mil/News/Publications/MCPEL/Electronic-Library-Display/Article/2129863/mcdp-7/ Dumper, K., Jenkins, W., Lacombe, A., Lovett, M., & Perlmutter, M. (2014). Introductory Psychology. Openstax, Rice University. Edward Thorndike . (2025, October 16). Wikipedia. Retrieved October 28, 2025 from https://en.wikipedia.org/wiki/Edward_Thorndike Google. (2025). Gemini. https://gemini.google.com/app Ivan Pavlov . (2025, October 19). Wikipedia. Retrieved October 28, 2025 from https://en.wikipedia.org/wiki/Ivan_Pavlov John B. Watson. (2025, October 15). Wikipedia. Retrieved October 28, 2025 from https://en.wikipedia.org/wiki/John_B._Watson Pink, D. (2009, July). The puzzle of motivation. [Video]. TED Conferences. https://www.ted.com/talks/dan_pink_the_puzzle_of_motivation Soultati, E., (2023). Comparison of Pedagogy and Andragogy teaching methods. International Journal for Innovation Education and Research , 11(10), 22-27. Sprouts. (2020, May 30). Pavlov's Classical Conditioning. [Video]. YouTube. https://www.youtube.com/watch?v=jd7Jdug5SRc Sproute. (2020, June 30). Skinner's Operant Conditioning: Rewards & Punishments . [Video]. YouTube. https://www.youtube.com/watch?v=ne6o-uPJarA Stangor, C. and Walinga, J. (2014). Introduction to Psychology - 1st Canadian Edition. Victoria, B.C.: BCcampus. https://opentextbc.ca/introductiontopsychology/

Unidad 3: Cognitivismo Wiggins and McTighe's Understanding by Design (UbD) is a systematic, three-stage "backward planning" framework that starts with asking what the learner needs to do or remember and be able to apply after the learning experience (Roth, 2007). The process then leads to asking how the educator will know when the learner has acquired the desired knowledge, skills, and/or attitudes (KSAs) and what the educator will do to help them acquire those KSAs (McTighes, 2022). The final stage is building the learning experience. John F. Dewey (1859 - 1952) ------------------- Promovió la relevancia del mundo real, ya que los entornos de aprendizaje y el resto de la vida del estudiante no estaban aislados. Consideró el aprendizaje mediante la participación activa. Hizo hincapié en que los docentes/facilitadores guiaran el proceso de aprendizaje, no en ser la fuente del mismo. (Brau, 2022; John Dewey, 2025) John F. Dewey (1859 - 1952) ------------------- Promovió la relevancia del mundo real, ya que los entornos de aprendizaje y el resto de la vida del estudiante no estaban aislados. Consideró el aprendizaje mediante la participación activa. Hizo hincapié en que los docentes/facilitadores guiaran el proceso de aprendizaje, no en ser la fuente del mismo. (Brau, 2022; John Dewey, 2025) John F. Dewey (1859 - 1952) ------------------- Promovió la relevancia del mundo real, ya que los entornos de aprendizaje y el resto de la vida del estudiante no estaban aislados. Consideró el aprendizaje mediante la participación activa. Hizo hincapié en que los docentes/facilitadores guiaran el proceso de aprendizaje, no en ser la fuente del mismo. (Brau, 2022; John Dewey, 2025) Implicaciones en el diseño instruccional (de aprendizaje) The main implication on instructional (learning) design is reshaping the instructional (learning) designer's schema from traditional approaches, which start with a heavy analysis, to one that begins with defining outcomes. After identifying outcomes, all subsequent steps maintain focus on achieving them. Similar to other models, but more specifically reiterated, the UdB Model is used to outline specific and tangible outcomes, whether they be knowledge, skills, or attitudes. Unlike other models, UbD doesn't go in-depth for each stage in the framework, but is supported with resources to do so, found at McTighe & Associates Consulting LLC . Fortalezas y limitaciones: Militar (Cuerpo de Marines) This approach maintains the focus on the desired end state, ensuring the educator and learner can see the forest for the trees It can be applied as an iterative, non-linear process for continuous improvement This framework does not break the process down as specifically as the ADDIE or Dick & Carey Models Comparatively, there is not as much emphasis on an initial analysis, essentially defining outcomes before defining need or gaps This framework innately encourages intentionality and refocuses the educator on justifying the purpose of something before implementing it in the learning experience. This is an organizational expectation, as the organization is very outcomes-driven and focused on return on investment The process is fully supported with online templates and planning tools, which are highly beneficial to the instructional (learning) designer at various levels of experience This framework reemphasizes big-picture thinking over immediate, intermediate learning goals, which is beneficial to the anticipated expansion of this mini-course. With a lack of sequencing and intermittent steps, this framework may not provide the necessary support for novice instructional (learning) designers Given that the learning goals include soft skills, which may be difficult to measure, this framework, being outcomes-driven, may not be the best approach for this mini-course Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 1: Introducción Siguiente...Unidad 3: Modelo de Dick y Carey Show More Haga clic aquí para obtener referencias y recursos adicionales que contribuyeron a este contenido. McTighe, J. (2022, February 8). 3 Stages of The Understanding by Design® Template - Eduplanet21. Blog.eduplanet21.com. https://blog.eduplanet21.com/3-stages-of-the-understanding-by-design-template-eduplanet21 Newell, A. D., Foldes, C., Haddock, A., Ismail, N., & Moreno, N. P. (2023). Twelve tips for using the Understanding by Design® curriculum planning framework. Medical Teacher, 46(1), 1–6. https://doi.org/10.1080/0142159x.2023.2224498 Resources – McTighe & Associates. (n.d.). https://jaymctighe.com/resources/#1521225059545-3fe59c79-239c Roth, D. (2007). Understanding by Design: A Framework for Effecting Curricular Development and Assessment. CBE—Life Sciences Education, 6(2), 95–97. https://doi.org/10.1187/cbe.07-03-0012 Wiggins, G., & McTighe, J. (2012). Understanding by design framework . ASCD. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

Unidad 2: Conductismo By the end of this course, learners will be able to: CLO 1 : Differentiate among the ten supporting and operational Divisions within Marine Corps Community Services, Marine Corps Installations – West, based on their primary functions and responsibilities CLO 2 : Describe how the learner’s job role contributes to the effectiveness of their respective Division, with specific examples CLO 3 : Analyze how the learner’s Division supports at least two other Operations Divisions, using real-world examples from their work environment CLO 4 : Assess MCCS programs to match program resources to specific support needs of Marines, Sailors, and/or their families CLO 5 : Explain how a selected MCCS program or facility supports the Marine Corps Total Fitness concept CLO 6 : Argue how Marine Corps Community Services supports Marines, Sailors, and their families, incorporating the organizational mission statement and how it applies to a real-world scenarios Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 6: Andragogía Siguiente...Unidad 8: Microaprendizaje Show More Haga clic aquí para obtener referencias y recursos University of Maryland Global Campus. (n.d.). Identifying course learning outcomes. Document posted in UMGC LDTC 605 online classroom. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-4/identifying-course-learning-outcomes-.html?ou=1378426

Unidad 4: Constructivismo Desde estudiantes que construyen sobre conocimientos previos hasta estudiantes que construyen nuevas ideas, el constructivismo es la próxima teoría del aprendizaje centrada en el estudiante. John F. Dewey (1859 - 1952) ------------------- Promovió la relevancia del mundo real, ya que los entornos de aprendizaje y el resto de la vida del estudiante no estaban aislados. Consideró el aprendizaje mediante la participación activa. Hizo hincapié en que los docentes/facilitadores guiaran el proceso de aprendizaje, no en ser la fuente del mismo. (Brau, 2022; John Dewey, 2025) Lev S. Vygotsky (1896 - 1934) ------------------- Creía que el aprendizaje se produce a través de la experiencia y las interacciones sociales (no de la interacción con el contenido). Enfatizó el papel del estudiante en la participación activa en el aprendizaje. Desarrolló la Zona de Desarrollo Próximo. Contribuyó al concepto de "andamiaje". (Hicks, 2025; Lev Vygotsky, 2025) Jean W. F. Piaget (1896 - 1980) ------------------- Creía que los estudiantes crean conocimiento a través de la experiencia y las ideas. Hizo hincapié en que el conocimiento de los estudiantes se forma mediante la interacción. Desarrolló el constructivismo cognitivista; la comprensión se basa en la asimilación y la acomodación. (Hicks, 2025; Jean Piaget, 2025) Jerome S. Bruner (1915 - 2016) ------------------- Desarrolló el concepto de "andamiaje" Creía en el aprendizaje autodirigido y la exploración guiada Hizo hincapié en el impulso intrínseco para la resolución de problemas Demostró la interconexión entre la experiencia, la percepción y los procesos cognitivos Desarrolló el Currículo Espiral (Hicks, 2025; Jerome Bruner, 2025) John M. Keller (1938 - ) ------------------- Identificó una brecha en la consideración de la creación de experiencias de aprendizaje y la motivación del estudiante. Desarrolló el Modelo ARCS para la enseñanza del aprendizaje motivacional. (Pappas, 2024) 00:00 / 01:30 Implicaciones en el diseño instruccional (de aprendizaje) Diseñar y desarrollar una experiencia de aprendizaje que un facilitador pueda implementar. Cree una experiencia de aprendizaje que: Comienza con preguntas o escenarios abiertos del mundo real (McLeod, 2025) Realizar una lluvia de ideas o reflexionar sobre lo que los alumnos ya saben (McLeod, 2025; Universidad de Buffalo, 2024) Tiene un entorno exploratorio interactivo que es práctico y socialmente interactivo, que incluye juegos de roles o resolución de problemas del mundo real con grupos pequeños utilizando datos sin procesar (McLeod, 2025; Pappas, 2024; Walden University, 2024). Tiene una evaluación reflexiva, que incluye un diario, una autoevaluación basada en rúbricas o retroalimentación de pares (Walden University, 2024) Crea disonancia cognitiva al desafiar a los estudiantes (Universidad de Buffalo, 2024) Proporciona un andamiaje estratégico, centrado en la Zona de Desarrollo Próximo y el uso de preguntas para que el educador apoye a los estudiantes (McLeod, 2025; Walden University, 2024). Alienta a los estudiantes a reflexionar sobre los conocimientos antiguos en comparación con los nuevos conocimientos y a demostrar lo que han aprendido (Universidad de Buffalo, 2024) Crea un entorno psicológicamente seguro que permite a los estudiantes sentirse cómodos al hacer preguntas y permanecer honestos en la autorreflexión, proporciona retroalimentación positiva y promueve una mentalidad de crecimiento (Sandler, 2023). 00:00 / 01:14 Fortalezas y limitaciones: Militar (Cuerpo de Marines) 00:00 / 01:21 Fortalezas El Cuerpo de Marines incorpora lo social aprendizaje en algunos de sus formación actual y cursos de educación (Departamento de la Marina, 2020). La cultura del Cuerpo de Marines enfatiza el apoyo entre pares y la autorreflexión (Departamento de la Marina, 2013) al tiempo que promueve la interacción social (Departamento de la Marina, 2020). El constructivismo ofrece a los estudiantes una mayor autonomía (Olusegan, 2015), lo que resulta beneficioso para los estudiantes adultos. Trabajar con grupos de diversos orígenes ofrece oportunidades de interactuar con distintas perspectivas y niveles de experiencia. Desafíos El sesgo de confirmación puede llevar para el procesamiento de los estudiantes información para apoyar su propias creencias (Casad, 2025). Puede ser mucho más enfoque intensivo para educadores (Brau, 2022). Es difícil incorporar una métrica de evaluación que mida la reflexión (Brau, 2022). Los facilitadores adoptan un papel más pasivo como guías en lugar de proveedores de conocimiento. Centrarse en las propias experiencias de los alumnos puede llevar a que estos creen su propia realidad (Allen, 2022). Cuando el alumno tiene conocimientos preexistentes falsos, eso puede afectar negativamente la calidad de las ideas aportadas al grupo (Allen, 2022). Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 3: Cognitivismo Siguiente...Unidad 5: Conectivismo Show More Haga clic aquí para obtener referencias y recursos Allen, A. (2022). An Introduction to Constructivism: Its Theoretical Roots and Impact on Contemporary Education. Journal of Learning Design and Leadership, 1(1), 7-8 Bates, A. W. (2022). 2.5 Constructivism. Pressbooks.bccampus.ca. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/chapter/section-3-4-constructivism/ Brau, B. (2022). Constructivism. Education Research. https://open.byu.edu/education_research/constructivismy Berkely Graduates Division. (n.d.). Social Constructivism . https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/ Casad, B.J., & Leubering, J.E. (2025). Confirmation bias. In Encyclopedia Britannica . https://www.britannica.com/science/confirmation-bias Department of the Navy. (2013, February 22. Combat and operational stress control program . (Marine Corps Order 5351.1). https://www.marines.mil/News/Publications/MCPEL/Electronic-Library-Display/Article/900217/mco-53511/ Department of the Navy. (2020). Learning . (MCDP 7). https://www.marines.mil/News/Publications/MCPEL/Electronic-Library-Display/Article/2129863/mcdp-7/ Department of the Navy. (2023). Marine Corps Total Fitess Strategic Plan. https://www.manpower.marines.mil/Portals/236/Documents/MF/Marine%20Corps%20Total%20Fitness%20Strategic%20Plan_October%202023.pdf?ver=9qboidiWpkPqobBWTpbCuA%3D%3D Google. (2025). Gemini. https://gemini.google.com/app Hicks. M. (2025, November). Unit 4 Constructivism Resource (1105025). [Video]. YouTube. https://www.youtube.com/watch?v=Rmw2g5SYUX8 Jean Piaget . (2025, November 1). Wikipedia. Retrieved November 9, 2025 from https://en.wikipedia.org/wiki/Jean_Piaget Jerome Bruner (2025, June 12). Wikipedia. Retrieved November 9, 2025 from https://en.wikipedia.org/wiki/Jerome_Bruner John Dewey . (2025, November 9). Wikipedia. Retrieved November 9, 2025 from https://en.wikipedia.org/wiki/John_Dewey Lev Vygosky. (2025, October 23). Wikipedia. Retrieved November 9, 2025 from https://en.wikipedia.org/wiki/Lev_Vygotsky McLeod, S. (2023, September 29). Extrinsic Vs. Intrinsic Motivation: What's the Difference? . Simply Psychology. https://www.simplypsychology.org/zone-of-proximal-development.html McLeod, S. (2024, February 1). Zygotsky's Zone of Proximal Development and Scaffolding Theory . Simply Psychology. https://www.simplypsychology.org/zone-of-proximal-development.html McLeod, S. (2025, March 31). Constructivism Learning Theory & Philosophy of Education . Simply Psychology. https://www.simplypsychology.org/constructivism.html Nickerson, C. (2024, February 14). Social Constructivism Theory Definition and Examples . SimplyPsychology. https://www.simplypsychology.org/social-constructionism.html Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. IOSR Journal of Research & Method in Education , 5(6), 66-70 Pappas, C. (2024, February 1) A Guide to Vygtosky's Zone of Proximal Development and Scaffolding . SimplyPsychology. https://www.simplypsychology.org/zone-of-proximal-development.html Peck, D. (2022, June 28). The ARCS model of motivation by John Keller. [Video]. YouTube. https://www.youtube.com/watch?v=jQnWcWorJjg PHILO-notes. (2020, September 11). What is social constructivism? [Video]. YouTube. https://www.youtube.com/watch?v=Cckbw8dTsfY PHILO-notes. (2021, September 1). What is constructivism? [Video]. YouTube. https://www.youtube.com/watch?v=6Y2sU18vWb4 Pink, D. (2009, July). The puzzle of motivation. [Video]. TED Conferences. https://www.ted.com/talks/dan_pink_the_puzzle_of_motivation Sandler, G. & Howell, S. (2023, May 31). 7 Ways of Creating Psychological Safety for Students . ISTE. https://iste.org/blog/7-ways-of-creating-psychological-safety-for-students Sharp Cookie. (2021, October 23). Zone of proximal development and scaffolding explained! [Video]. YouTube https://www.youtube.com/watch?v=aofSkZsy6IY The Impact of Constructivist Learning Theory on Modern Education . (2024). Mastersoft.ai. https://www.mastersoft.ai/blog/impact-of-constructivist-learning-theory-on-modern-education University of Buffalo. (2024). Constructivism . University of Buffalo. https://www.buffalo.edu/catt/teach/develop/theory/constructivism.html Walden University. (2024). Six principles of constructivist learning. Walkden University https://www.waldenu.edu/online-masters-programs/ms-in-education/resource/six-principles-of-constructivist-learning

Unidad 3: Cognitivismo This unit explores the next major learning theory, Cognitivism. How does it differ from Behaviorism? Who were the key contributors from the field of psychology? What strategies can Instruction (Learning) Designers use to better connect with learners? Click the video below to view; closed captioning is available. Sample Material A continuación se muestra una muestra del material utilizado por el Cuerpo de Marines para el entrenamiento de su equipo de Control y Preparación para el Estrés Operacional (OSCAR). El curso está diseñado para capacitar a infantes de marina de todas las edades, rangos y niveles de experiencia para que puedan gestionar su propio estrés, a la vez que brindan apoyo entre pares a sus compañeros en diferentes zonas de estrés (desde estresores diarios menores hasta enfermedades por estrés grave). La instrucción comienza con conceptos básicos y luego los desarrolla en módulos posteriores, aumentando la complejidad. Incluye descansos entre módulos, se vincula con módulos anteriores para la recuperación activa y brinda a cada alumno la oportunidad de observar, practicar y demostrar lo aprendido. Algunas secciones abordan mitos comunes y brindan a los alumnos oportunidades de conectarse y compartir sus experiencias con otros, al tiempo que conectan modelos mentales previamente existentes con el nuevo material. A lo largo del curso, se utilizan actividades para mantener a los alumnos interesados, junto con oportunidades para la autorreflexión. La única preocupación es que la audiencia limita las historias personales y que el curso incorpora todos los rangos, lo que puede resultar intimidante para los alumnos más jóvenes y dificultar la participación y la completa comodidad al expresar sus pensamientos. No se muestra, pero es un excelente ejemplo de una guía para facilitadores; este plan de lección describe el rol del facilitador al Ofrece tres tipos de instrucción: "Hacer" especifica las acciones a realizar durante la instrucción, como usar señales con las manos para resaltar un punto. "Decir" proporciona al facilitador un guion específico para asegurar la coherencia del mensaje entre los facilitadores. "Cubrir" indica al facilitador los puntos principales a abordar, pero le da la libertad de expresarlos con sus propias palabras, cumpliendo con la intención de la lección y manteniéndose enfocado en el mensaje. Slide1 Slide2 Slide6 Slide1 1/7 Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 2: Conductismo Siguiente...Unidad 4: Constructivismo Show More Haga clic aquí para obtener referencias y recursos Bates, T. (2022). Teaching in a Digital Age: Guidelines for designing teaching and learning (3rd ed.) Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3m Bruner, J.S., & Postman, L. (1949). On the Perceptions of Incongruity: A Paradigm. Journal of Personality , 18, 206-223 Chimir, I. A., Abu-Dawwas, W. A., & Horney, M. A. (2005). Neisser’s Cycle of Perception: Formal Representation and Practical Implementation. Journal of Computer Science, 0(2), 106–111. Google. (2025). Gemini. https://gemini.google.com/app Instructional Design Tips. (2022, December 6). Instructional Design Basics: Cogntiive Load [Video]. YouTube. https://www.youtube.com/watch?v=1jvnKTtmqF0 Kimmons, R. (2022). Education Research Across Multiple Paradigms. https://doi.org/10.59668/133 Manpower & Reserve Affairs. (2021). Operations stress control and readiness team training. [PowerPoint slides]. McLeod, S. (2024, January 24). Piaget's Theory and Stages of Cognitive Development . SimplyPsychology. https://www.simplypsychology.org/piaget.html Natnal seyum. (2024, September 12). Ulric Neisser’s Cognitive Psychology: Its Influence and Importance. Medium. https://medium.com/@nathanielpresents/ulric-neissers-cognitive-psychology-its-influence-and-importance-09ceb07f5d99 PHILO-notes. (2021, November 1). What is Cognitivism? [Video]. YouTube. https://www.youtube.com/watch?v=fFZs7I4FxP4 \ Sprouts. (2018, August 1). Piaget's Theory of Cognitive Development. [Video]. YouTube https://www.youtube.com/watch?v=IhcgYgx7aAA

Unidad 6: Andragogía Descripción general Así como la pedagogía busca explicar cómo aprenden los niños, la andragogía busca demostrar cómo aprenden los adultos (Pappas, 2013). Malcolm Knowles identificó cinco supuestos que diferencian a los estudiantes adultos de los niños: Los estudiantes adultos son más autodirigidos y necesitan autonomía y control porque su sentido de autoconcepto está más desarrollado a medida que maduran. Los estudiantes adultos están más motivados intrínsecamente . Los adultos aportan toda una vida de experiencia que moldea la transferencia de conocimientos y sirve como recurso para el aprendizaje. Los estudiantes adultos buscan relevancia en el mundo real vinculada a sus tareas de desarrollo en sus roles profesionales y sociales. La orientación del aprendizaje de los adultos está centrada en los problemas y se centra en la aplicación inmediata , más que en la memorización y el recuerdo. 00:00 / 00:54 (Pappas, 213; los Súper Seis Principios, sf; Thompson, 2017) Colaboradores clave Slide1 Slide2 Slide1 1/21 00:00 / 04:37 Implications On Insturctional (Learning) Design Some considerations for instructional designers include: Build a flexible and practical course structure that fits into an adult learner's busy schedule Tie to real-world problems into the learning scenarios and material must relate to the learners lives or jobs Build on the learners' previous experience , not repeat it, and adapt to the myriads of learners Create a self-paced environment Capitalize on adult learners' emphasis on intrinsic motivation Identify ways to link new knowledge to the learners pre-existing knowledge Give the learners as much control over their learning experience as possible Design must be multifaceted for different types of learners Provide the "why " behind change and anticipate resistance to new methods Anticipate high expectations from learners Integrate emotionally-driven content to build an emotional connection between the material and the learner Utilize storytelling as a method to make material interesting Allow time for learners to process the information Self-directed learner does not equate to isolation; incorporate chats to promote interaction Break up information for incremental learning to avoid cognitive overload Be aware of the learner experiencing insecurity when interacting with peers Anticipate personality clashes between learners (Cobb, 2025; Pappas, 2013; Pappas, 2021; Pappas 2025; Roeueche, 2007; Trest, 2023) 00:00 / 01:28 Fortalezas y limitaciones: Militar (Cuerpo de Marines) Fortalezas Cada vez más marines aspiran a puestos más altos educación, lo que significa que familiarizado con varios métodos Basado en la Andragogía a partir de su experiencia con escuelas civiles. Crear un entorno de aprendizaje estructurado en torno a los caóticos horarios de los marines, incluidos el trabajo, el entrenamiento y los despliegues, es un sistema muy valioso para los marines y sus familias. Permitir que los estudiantes marinos tengan autonomía y control sobre su educación puede ayudar a desarrollar madurez y habilidades en la toma de decisiones, la priorización y la gestión del tiempo. Desafíos Culturalmente, la educación dentro de la El Cuerpo de Marines puede ser una fuerza... función o vinculada a recompensas extrínsecas, como las promociones, que van contra la suposición de que los adultos Los estudiantes están intrínsecamente motivados. Como muchas organizaciones, el Cuerpo de Marines tiene una estructura rígida y es posible que a algunos estudiantes no se les proporcione la autonomía y el control que necesitan. Adaptar el diseño instruccional a la multitud de factores culturales y subculturales de un grupo diverso, como el que se encuentra en el Cuerpo de Marines, plantea un desafío. Los marines pueden experimentar intimidación al interactuar con sus compañeros y especialmente con otros estudiantes de mayor rango. 00:00 / 01:17 Parte II: Experiencia de aprendizaje previa Over the span of my career, I've had ample opportunities to engage in the three types of learning, as described by Johnsonv& Majewska (2022), to include: Highly structured formal learning (i.e., my degrees from Park University ) Organized but less structured and more flexible non-formal learning (i.e., Massive Open Online Courses offered by Coursera ) Unstructured and spontaneous informal learning (i.e., discussion forums like Jacob_PPT or watching videos posted on Instagram like Reddit ) One of the most memorable formal learning experiences was attending a three-month course at the Defense Equal Opportunity Management Institute . The course was a mix of reviewing written lessons, formal and informal lecture method in an auditorium setting, and small group development. The reading and lectures followed a traditional approach to learning, with the intent to remember and understand key information, the small group development was the most impactful. During the small group portions, learners would engage in an activity that force social interaction, critical thinking, and relying on previous experiences and knowledge. Once the activity was complete, the group would meet in a small circle, where they were close proximity of one another to "unpack" the learning experience, tie-in information from the readings and lectures, and self-reflect. Essentially it would look like this: Los estudiantes pasan por una experiencia (actividades como " El puente levadizo " u otras que abordan sesgos inconscientes, privilegios y poder, y varios "ismos" como el sexismo y el racismo). Los alumnos se reúnen nuevamente en un círculo pequeño, guiados por facilitadores, para "desempacar" la experiencia, comenzando por identificar, en una palabra, cómo se sintió el alumno durante la actividad. Los alumnos luego se harían preguntas aclaratorias y de sondeo entre sí sobre qué les hizo sentir de esa manera, involucrando a otros alumnos de diversos orígenes. Los facilitadores sólo plantearían preguntas cuando fuera necesario o ayudarían a los estudiantes a corregir su lenguaje. Los estudiantes reflexionarían sobre lo que aprendieron sobre sí mismos durante la actividad. Los estudiantes concluirían conectando la actividad con el material del curso y las conferencias, y haciendo conexiones con el mundo real para desarrollar planes de acción. Aunque esta experiencia fue emocionalmente agotadora por momentos, fue uno de los cursos más impactantes en los que he participado a lo largo de mi carrera. Algunos de los momentos destacados al curso: Vinculó la aplicación en el mundo real y la resolución de problemas tanto con el "trabajo" de un asesor de igualdad de oportunidades como con el desarrollo personal. Se basó en las experiencias previas de los estudiantes y al mismo tiempo desafió sus esquemas. Incorporó un grupo diverso del cual aprender, asegurando que cada grupo pequeño tuviera una mezcla equilibrada de ramas de servicio, géneros, razas, religiones y otros factores demográficos. Explicó por qué el instituto estaba utilizando ese tipo de enfoque de aprendizaje. Algunas de las desventajas: No era realmente flexible para distintos tipos de estudiantes y no se adaptaba a su propio ritmo. Debido a la naturaleza de los temas, este enfoque no sería tan beneficioso en un entorno virtual. Fue relativamente rígido en la asignación de temas de investigación y la estructura del curso. información Debido a la cantidad de contenido, no se permitió mucho tiempo para que los estudiantes procesaran el contenido. Cuando se trata de mi preferencia entre enfoques formales, no formales e informales para el aprendizaje, mi respuesta es... "Sí". Depende del tema, la complejidad, el motivo de mi participación y las limitaciones de tiempo. Por ejemplo, me interesa el diseño instruccional como posible carrera, pero es muy complejo, así que considero que el enfoque formal es la mejor opción. Cuando intento diseñar una presentación en PowerPoint o crear fórmulas en Excel, recurro a tutoriales en línea o a un experto en la materia, ya que estas tareas son específicas, no requieren memorización a largo plazo y suelen ser urgentes. El enfoque informal funciona mejor. Cuando hay un tema que se puede relacionar con mi formación académica o que la complementa, el enfoque informal, como talleres o conferencias, resulta beneficioso. Este enfoque diverso del aprendizaje me exige tener una Red Personal de Aprendizaje muy diversa y aplicar el pensamiento crítico para identificar posibles recursos y organizarlos para satisfacer mis necesidades de aprendizaje informal, no formal y formal. Organizar mi red según mis necesidades también me da una idea de cómo puedo contribuir mejor; es decir, al igual que yo podría buscar una respuesta de "Sí/No" a una pregunta urgente, otros estudiantes podrían tener la misma necesidad y experimentar una sobrecarga cognitiva por una respuesta más extensa. Con el tiempo, los alumnos tomaron más control del grupo pequeño y dependieron menos de los facilitadores. Abordó el conflicto de manera constructiva. Proporcionó una vía para aplicar los materiales del curso y el contenido de las conferencias. Integró contenido impulsado emocionalmente para conectar a los estudiantes con los temas. 00:00 / 05:18 Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 5: Conectivismo Siguiente...Unidad 7: Evaluación Show More Haga clic aquí para obtener referencias y recursos Aanstoos, C. M. (2024). Maslow’s hierarchy of needs. EBSCO Information Services, Inc. | Www.ebsco.com . https://www.ebsco.com/research-starters/psychology/maslows-hierarchy-needs Brockett, R. G., & Donaghy, R. C. (2005). Beyond The Inquiring Mind: Cyril Houle’s Connection to Self-Directed Learning. New Prairie Press (Kansas State University). Capes, K. (2024). Maslow’s Hierarchy of Needs in Education | Brooks and Kirk. Brooksandkirk.co.uk. https://brooksandkirk.co.uk/understanding-maslows-hierarchy-of-needs-in-education/ Cobb, J. (2020, May 27). Effective Strategies for Teaching Adult Learners. Learning Revolution. https://www.learningrevolution.net/strategies-for-teaching-adult-learners/ Colman, H. (2024, November 11). Adult learning theories: Everything you need to know. Ispringsolutions. https://www.ispringsolutions.com/blog/adult-learning-theories Google. (2025). Gemini. https://gemini.google.com/app Johnson, M., & Majewska, D. (2022). Formal, non-formal, and informal learning: What are they, and how can we research them? Cambridge University Press & Assessment Research Report. https://doi.org/10.17863/CAM.110841 McLeod, S. (2025, October, 23). Maslow’s Hiearchy of Needs. SimplyPsychology. https://www.simplypsychology.org/maslow.html Pappas, C. (2013, May 9). The Adult Learning Theory-Androgogy-of Malcolm Knowles. eLearning Industry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles Pappas, C. (2021, May 21). 8 Important Characteristics of Adult Learners. eLearning Industry. https://elearningindustry.com/8-important-characteristics-of-adult-learners Pappas, C. (2025, May 17). 18 Tips to Engage and Inspire Adult Learners. eLearning Industry. https://elearningindustry.com/tips-engage-inspire-adult-learners Roeueche, S. (Ed.). (2007, February 9). 30 Things We Know for Sure About Adult Learning. NISOD Innovation Abstracts, 29(4), https://www.muskegoncc.edu/Include/CTL%20DOCS/XXIX_No4.p The Super Six Principles of Andragogy-Take Your Program from Good to Great. (n.d.) The Institute for the Professional Development of Adult Educators. https://www.floridaipdae.org/dfiles/resources/webinars/033022/Webinar_Handbook_033022.pdf Thompson, P. (2017). Foundations of Educational Technology. Oklahoma State University. https://open.library.okstate.edu/foundationsofeducationaltechnology/ Trest, J. (2023, February 6). Adult Learning Strategies: Key Features to Incorporate. Inspired ELearning. https://inspiredelearning.com/blog/adult-learning-strategies/

Unidad 3: Cognitivismo The Dick and Carey Model, also known as the Systems Approach Model (Instruction Design Central, 2019), comprises 10 stages (Carrier, 2019) but is sometimes outlined as 9 stages, with "Revision" as an underlying stage throughout the process (Dick and Carey Model, 2018). It is a systematic approach that outlines the entire process for building an impactful learning experience (Pappas, 2024), with a strong emphasis on learner-centredness and outcomes. "It views learning as a comprehensive system, rather than a variety of individual components" (Pappas, 2023b). Conduct Instructional Analysis Revise Instruction Identify Instructional Goals Write Performance Objectives Develop Criterion Reference Test Develop Instructional Strategy Select Instructional Material Develop & Conduct Formative Assessment Identify Entry Behaviors Develop & Conduct Summative Assessment Identify instructional goals by identifying the overarching goals that tie to real-world applications, describing the specific knowledge, skills, or attitudes (KSAs) the learner is expected to acquire. The instructional goals should be nested within the organization's strategic goals. Conduct an instructional analysis by analyzing the learners, environment, and determining the skills involved in achieving the learning goal. Also, identify if the instructional goal is linked to the psychomotor, affective, and/or cognitive domain(s). Identify entry behaviors and Learner characteristics, such as preferences, motivation, and various traits, to narrow the path forward in creating the learning experience. Determine learners' prior knowledge to identify the learning gap. Write performance objectives by describing the task or process to be mastered and the criteria to gauge the learners' progress. Transform the needs and goals into specific, measurable objectives. This includes the conditions, the behavior, and the criteria. Develop criterion-reference test items by identifying the most suitable form of assessment, which is not only to assess the learner but also assess the learning design. Develop an instructional strategy by considering the learning theories and models that best meet the learners' needs and fit with the subject matter of the learning experience. Select instructional materials by choosing materials, tools, and exercises to achieve the learning goals. This includes creating content such as tutorials, branching scenarios, and engaging content. Develop & conduct formative evaluations , both formal and/or informal, to assess how effectively the learning experience is expected to perform and is conducted during the learning experience. Develop & conduct summative evaluation(s) to be delivered at the end of the learning experience to assess the effectiveness, including learner satisfaction, KSA achievement, and organizational impact. Revise instruction throughout the entire process, in a continuous cycle of review and revision. Implicaciones en el diseño instruccional (de aprendizaje) The Dick and Carey Design Model takes a similar systematic approach as the ADDIE model, but with more front-end work in the analysis phase, and leads with defining the goals as the foundation for the rest of the process. It provides more detail in the stages and may be more beneficial for less experienced instructional designers. Prior to using this model, instructional (learning) designers should have the necessary tools and resources to adequately complete the analysis stages. Instructional (learning) designers should also ensure this goals-focused, outcomes-centric model is appropriate for the type of learning experience being created and aligns with organizational goals. One recommendation from Pappas (2023a) is to use branching scenarios as a "choose your own adventure" approach to boost interactivity, customize the learning experience to meet the learners' needs, and stress real-world benefits without real-world risk. This is one of many options to consider when working through this model. Fortalezas y limitaciones: Militar (Cuerpo de Marines) It is comprehensive and focuseson alignment between instructional goals, objectives, assessments, and strategy, an important strength for my mini-course It is applicable to a wide range of content, so the process can be replicated for additional mini-courses The strong emphasis on front-end analysis requires extra effort and resources to set the stage for the overall process Because of its thoroughness, it may not be as suitable for a mini-course as it would be for an entire series or larger course It is a widely accepted model It is iterative and allows for continuous improvement It is outcomes-focused, which is similar to the organization the learning experience supports It may be an overly complex and lengthy process more suited to a formal instructional experience, whereas this mini-course more informal Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Anterior: Unidad 1: Introducción Siguiente...Unidad 3: Modelo de Dick y Carey Show More Haga clic aquí para obtener referencias y recursos adicionales que contribuyeron a este contenido. Carrier, J. (2019, August 3). The Dick and Carey Instructional Design Model - PeopleShift %. PeopleShift. https://people-shift.com/articles/dick-carey-instructional-design-model/ Chaparro, R. Reaves, M., Jagger, C. B., and Bunch, J. C. (2023, April 17). Instructional Design Using the Dick and Carey Systems Approach, Publication #AEC632. University of Florida. https://edis.ifas.ufl.edu/publication/WC294 Dick and Carey Model - InstructionalDesign.org. (2018, November 30). InstructionalDesign.org. https://www.instructionaldesign.org/models/dick_carey_model/#google_vignette Instructional Design Central. (2019). Instructional Design Models. Instructional Design Central. https://www.instructionaldesigncentral.com/instructionaldesignmodels Kurt, S. (2015, November 23). Dick and Carey Instructional Model. Educational Technology. https://educationaltechnology.net/dick-and-carey-instructional-model/ Pappas, C. (2023a, June 12). The Top 7 Benefits Of Using Branching Scenarios In eLearning. https://elearningindustry.com/the-top-7-benefits-of-using-branching-scenarios-in-elearning Pappas, C. (2023b November 20). 9 Steps To Apply The Dick And Carey Model In eLearning. ELearning Industry; eLearning Industry. https://elearningindustry.com/9-steps-to-apply-the-dick-and-carey-model-in-elearning Pappas, C. (2024, February 28). An In-Depth Analysis Of The Dick And Carey Model. ELearning Industry. https://elearningindustry.com/an-in-depth-analysis-of-the-dick-and-carey-model University of Maryland Global Campus. (2024). Strengths and Limitations of Dick and Carey. Brightspace. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-3-/strengths-and-limitations-of-dick-and-carey-.html?ou=1378426

CONTENIDO PRÓXIMAMENTE CONTENIDO PRÓXIMAMENTE CONTENIDO PRÓXIMAMENTE CONTENIDO PRÓXIMAMENTE

CONTENIDO PRÓXIMAMENTE CONTENIDO PRÓXIMAMENTE CONTENIDO PRÓXIMAMENTE CONTENIDO PRÓXIMAMENTE