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Up We Go! Developing a Web-Based Instructional Module on the Transition from Elementary to Middle School

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Title:Up We Go! Developing a Web-Based Instructional Module on the Transition from Elementary to Middle School
Authors:De Vega, Patrick
Contributors:Fulford, Catherine (instructor)
Keywords:instructional design
online module
Education, Elementary
Date Issued:19 Apr 2016
Citation:De Vega, P. (2016, April 19). Up We Go! Developing a Web-Based Instructional Module for the Transition from Elementary to Middle School. PowerPoint was presented at the 2016 TCC Conference.
Abstract:Youth will experience numerous transitions throughout their lifetime as they venture towards adulthood.  Students completing the final year of elementary school are set for one of their first major life changing events as the move on to middle school.  Alongside the academic concerns they will face, these youths will experience issues that may affect their physical, emotional, moral, and social well being.  Though there is an abundance of evidence-based academic literature, there currently lacks content designed for children.  Technology’s importance and presence is intertwined with our everyday lives and the ability to learn can be simply had within the grasp of your fingertips.  Current educational climate emphasizes effective technology usage that promotes a student’s ability to be responsible for their learning while changing the teacher’s role as an advisor, coach, or facilitator. Therefore, in order to better prepare these learners, a web-based instructional design project was designed and evaluated in attempt to provide information to these students based upon common concerns many students face during this transitional period.  The independent online module can be found at  John Keller’s ARCS Model (Attention, Relevance, Confidence, and Satisfaction) was employed throughout development. The module features a fictional story involving a group of friends navigating middle school while encountering problems like academic pressure and concerns with appearance.  Learners gain strategies to assist characters and receive feedback through embedded assessments.
Description:For a brief description of the paper, please see the abstract. This paper was presented at the Learning Design & Technology's TCC online conference in April 2016.
Pages/Duration:10 pages
Rights:Please see the Creative Commons license for this item.”
Appears in Collections: LTEC 690, Spring 2016

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