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Course Materials: Course Guide

Use the following guide to complete the requirements for this course.

The class contains six Paseo activities (60 points) and two Instructional Experiences (40 points). The guidelines for these assignments are listed below.

"Paseo" is defined as a leisurely walk or a gathering place where people can enjoy the journey as much as the destination. The "paseo activities" provide flexible opportunities you to explore instructional strategies and try out new ideas. Choices allow students with diverse background and professional interests to apply theories to meaningful, practical assignments.

Each person approaches the study of teaching and learning in a different way depending on his or her personal and professional interests and experiences. Rather than dictating all of the required readings, this course provides flexibility by allowing you to choose areas where you'd like to explore in-depth.

bridgeThroughout the course readings, you'll find Paseo articles indicated with a pathway icon shown on the left. Skim them. You don't need to read every word of every article. However they are often useful in completing the Paseo assignments below or providing ideas for your final project so don't skip them!

You'll also found outside links that indicate READ, SKIM, or EXPLORE. It's up to you to decide whether these additional resources will be useful for your understanding.

try itRather than simply reading the materials on each page, be sure to TRY IT! Throughout the course readings, you'll find short activities that will help you apply the ideas you're learning. These activities aren't graded and don't need to be turned i,n however they are important for your learning. They're the types of activities we would be doing in a face-to-face class. Instead, it's your job to work your way through these activities independently. Look for the symbol on the right in light green boxes for TRY IT! activities.

Course Overview

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Read Overview.

Introduce Yourself (0 Points, required)
In addition to introducing yourself, let's share experiences with instruction. Are you a "life-long learner"? How do you learn best? Do you have formal or informal teaching experience? Do you have experience as a presenter? How comfortable are you working with library users individually, in small groups, or in large groups? Do you envision teaching as a small or large role in your future as a professional library or information professional?

Information and Instruction

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Read Information & Instruction.

Complete Paseo 1.

Paseo 1: Evaluation of Instruction (10 Points).
What makes an effective, efficient, and appealing virtual learning experience?
Select ONE of the following three activities.

Paseo 1.1: Video-Recorded Presentation Evaluation
Select, watch, and evaluate a TED Talk session.
Step 1: Summarize the talk, provide the URL, and describe the goal of the presentation.
Step 2: How does this presentation connect to the definition of information literacy or associated literacies?
Step 3: Discuss the elements of an effective presentation.
Step 4: Discuss the difference between an informational and instructional presentation. Provide examples from the talk. If possible, include screen captures to illustrate your ideas.
Step 5: Locate or create a presentation evaluation form. Evaluate the talk based on this form.
Step 6: Discuss whether you think the presentation was effective. Cite at least one professional article that discusses quality instructional presentations.
Step 7: Compare this presentation with at least two other TED Talk sessions or other library or information-related presentations you find online.
Reply Requirement: Explore the postings in the Paseo 1.2 or 1.3 sections. Reply to a peer regarding their posting.

Paseo 1.2: Video-Based Tutorial Evaluation
Select, watch, and evaluate a video-based tutorial from Common Craft, Linda, or Microsoft eLearning Courses. Or, another tutorial series or resources found on the class webpage.
Step 1: Summarize the tutorial, provide the URL, and describe the goal of the tutorial.
Step 2: How does this tutorial connect to the definition of information literacy or associated literacies?
Step 3: Discuss the elements of an effective tutorial.
Step 4: Discuss the elements that distinguish an informational video from an instructional tutorial. Provide examples from the tutorial. If possible, include screen captures to illustrate your ideas.
Step 5: Locate or create a tutorial evaluation form. Evaluate the tutorial based on this form.
Step 6: Discuss whether you think the tutorial was effective. Cite at least one professional article that discusses quality instructional tutorials.
Step 7: Compare this tutorial with other library or information-related tutorial you find online.
Reply Requirement: Explore the postings in the Paseo 1.1 or 1.3 sections. Reply to a peer regarding their posting.

Paseo 1.3: Web-based Non-linear Tutorial, Webinar, Learning Simulation, or Educational Game Evaluation
Select, watch, and evaluate a non-linear tutorial, webinar, learning simulation or educational game related to a library or information skill. For instance, the Lord of the Flies game or the College Information Literacy Game.
Step 1: Summarize the instruction, provide the URL, and describe the goal.
Step 2: How does this web-based experience connect to the definition of information literacy or associated literacies?
Step 3: Discuss the elements of an effective non-linear tutorial, learning simulation, or educational game.
Step 4: Discuss the elements that make this type of instructional approach different from linear presentations or tutorials. Provide examples from the experience. If possible, include screen captures to illustrate your ideas.
Step 5: Locate or create a tutorial, simulation, or game evaluation form. Evaluate the experience based on this form.
Step 6: Discuss whether you think the instruction was effective. What are the characteristics of effective instruction? Cite at least one professional article that discusses quality instructional materials.
Step 7: Compare this experience with other library or information-related resource you find online.
Reply Requirement: Explore the postings in the Paseo 1.1 or 1.2 sections. Reply to a peer regarding their posting.

Evaluation Criteria (10 Points)
Summary, URL, Goal (1 Point)
Connection to Information Literacy (1 Point)
Elements of Approach (1 Point)
Quality, Specific Examples (1 Point)
Unique Elements (1 Point)
Evaluation Form and Conclusions (1 Point)
Use of Professional Resource(s) (1 Point)
Comparison (2 Points)
Quality Reply (1 Point)

Instructional Design

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Read Instructional Design.

 

Standards, Needs and Goals

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Read Standards, Needs & Goals.

Complete Paseo 2.

Paseo 2: Face-to-Face Instruction Observation (10 Points).

Observe, describe, and discuss a face-to-face instruction experience.

Step 1: Observe a face-to-face class meeting or workshop. If possible, select a topic that addresses information literacy or information technologies. Discuss the value of observation as a way to learn about the process of teaching. In other words, what can you learn from watching the instructors and students in a class or workshop situation?

Step 2: Provide a session description. Describe the learners, the learning experience, and the instructional approach (i.e. lecture, demonstration, discussion), and the instructional materials.

Step 3: Discuss teaching or presentation techniques that were used. Were they informative, motivating, and useful for learning? Make recommendations for changes that could improve the experience.

Step 4: Discuss the level of student participation (i.e., questioning, practice activities, discussion). Make recommendations for changes that could improve the experience.

Step 5: Discuss an instructional design model you think would be effective for planning this type of learning experience. Why would you choose this approach? Cite at least one professional article.

Step 6: Discuss information standards that could be associated with this class even if they weren't in this particular session. What specific national or state standard (i.e., ACRL, AASL, ISTE NETS) could be addressed in the workshop or course?

Step 7: Discuss the needs associated with the class or workshop you observed. What need is this experience fulfilling? Identify at least two pieces of evidence (i.e., participant interview, national study, research article) that would support the need for this class. Be specific.

Step 8: Write an instructional goal for this class session. Identify and justify the domain of learning associated with your goal (i.e., intellectual skill, verbal information, psychomotor skills, or attitude). Do you think this goal was accomplished? Why or why not? Do you think the instructor had a defined instructional goal in mind? How could you tell?

Step 9: Compare the virtual learning experience from Paseo 1 with this experience. How are virtual and face-to-face experiences alike and different?

Reply Requirement: Post a high-quality reply on a peer's project. Provide feedback, suggestions, and/or examples for a peer. A high-quality reply should include a reference to course materials, professional resources, or detailed personal experience.

Other Requirements
You must get permission from the instructor to observe.
The class should not be a course you are currently taking or a SLIS course.
If you are in the school library program, you should observe a K-12 classroom or library lesson that includes either K-12 students or teachers.

Ideas:
IUPUI IT Training Workshops (look for IUPUI offerings)
OVCR Workshops
Student Involvement Workshops
IMCPL Classes

Evaluation Criteria (10 Points)
The Value of Observation (1 Point)
Description of Experience (1 Point)
Teaching Techniques (1 Point)
Student Participation (1 Point)
Instruction Design Model (1 Point)
Information Standards (1 Point)
Needs Analysis (1 Point)
Instructional Goal (1 Point)
Experience Comparison (1 Point)
Quality Reply (1 Point)

Information Inquiry and Instructional Analysis

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Read Information Inquiry and Instructional Analysis.

 

Learning Theory

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Audience Analysis

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Read Audience Analysis.

Complete Paseo 3.

Paseo 3: Inquiry, Analysis & Learners (10 Points).
Select ONE of the following activities. Follow the assignment guidelines for the section of your choice. Cite at least two research studies in your discussion.

Paseo 3.1: Personal Information Inquiry
Step 1:
Select a topic of personal interest (i.e., plan a vacation to Italy, learn about yoga, select native plants for your garden) and work your way through the inquiry process using one of the information inquiry or information search models.
Step 2: Create a blog with at least six entries that chronicles each stage or phase of your experience. Include a discussion of the stage in the model as well as your thoughts and research findings associated with your topic of personal interest. Consider using Blogger, Weebly, or Wordpress. Check out Collage, Curling and Upcycling for a few examples.
Step 3: As you make your postings, cite at least two professional articles or resources related to inquiry or the model you're using. For instance, what would Carol Kuhlthau say about how you're feeling at a particular stage?
Step 4: In a posting, reflect on learning theories, styles, and preferences. What type of learner are you? How is this reflected in your approach to inquiry?
Step 5: In a posting, reflect on the experience of using a blog to journal about your inquiry experience. Would this be a useful experience for students? Why or why not?
Reply Requirement: Post a high-quality reply on a peer's project. Provide feedback, suggestions, and/or examples for a peer. A high-quality reply should include a reference to course materials, professional resources, or detailed personal experience.

Evaluation Criteria (10 Points)
Model description (1 Point)
Blog items (5 Points)
Professional citations (1 Point)
Learning Theories (1 Point)
Journaling Experience (1 Point)
High Quality Reply (1 Point)

Paseo 3.2: Instructional and Learner Analysis
Step 1:
Select a topic related to information literacy skills (i.e., how to use a database, how to evaluate a website). Use the Topics in Information Literacy for ideas or come up with your own topic.
Step 2: Use an online tool (i.e., Bubbl) or software package (i.e., Inspiration) to create an instructional analysis for a specific instructional goal of your choice.
Step 3:
Describe why you used a hierarchical, procedural, cluster, or combination approach.
Step 4: Indicate entry skills on your analysis.
Step 5: Discuss techniques you would use to analyze your audience (i.e., collect survey data, interview students, give a pretest).
Step 6: Identify a group of learners including learner characteristics and implications.
Step 7: Think about your learners. Are they children or adults? In what ways are children and adult learners different? Are they experts or novices on this topic? How are experts like and unlike novices? Cite at least two professional sources to support your statements.
Step 8: SHOW how your learner might apply the knowledge or skills in the "real world." Use a tool such as Glogster, Comic Life, or create a short video or slide show. Use Jamal's metacognitive experience or the examples at Exploratorium as examples of what you could create.
Reply Requirement: Post a high-quality reply on a peer's project. Provide feedback, suggestions, and/or examples for a peer. A high-quality reply should include a reference to course materials, professional resources, or detailed personal experience.

Evaluation Criteria (10 Points)
Instructional Analysis (2 Point)
Approach Description (1 Point)
Entry Skills Identification (1 Point)
Audience Analysis (1 Point)
Learner Characteristics/Implications (1 Point)
Learner Types Discussion (1 Point)
Real-World Example (2 Points)
High Quality Reply (1 Point)

 

Objectives and Assessment

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Instructional Theory

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Read Instructional Theory.

Complete Paseo 4.

Paseo 4: Objectives and Assessment (10 Points).
Choose one of the Topics in Inquiry (such as Note-taking, Interview, Plagiarism) to explore in-depth. Or choose any other topic connected to your professional area of interest.

Step 1: Select a topic and write a clearly stated objective that follows and includes the ABCDs. Your objective should be clear and measurable, not "wishy-washy".
Step 2: Describe a category of assessment (i.e., test , checklist, rubric) and why it would be effective with your objective. Write a matching assessment for your objective.
Step 3: Identify an information literacy standard (i.e., ACRL, AASL), content area standard, or reason why this skill would be useful in a professional situation if not connected with standards.
Step 4: Describe an instructional theory you could apply in developing instruction associated with your objective.
Step 5: Describe and create TWO reception, transformation, or production scaffolds that could be used by students during instruction. These should be self-contained web pages, handouts, worksheets, guides or other materials that students could use in learning. Attach or link to these items. If possible, your materials should be attached as separate PDF files so they're "ready to use" by students.
Reply Requirement: Provide feedback, suggestions, and/or examples for a peer. A high-quality reply should include a reference to course materials, professional resources, or detailed personal experience.

Share your assignment in one of the following areas:
Paseo 4.1: School Library Settings
Paseo 4.2: Academic Library Settings
Paseo 4.3: Public and Special Library Settings
Paseo 4.4: Other Settings


Evaluation Criteria (10 Points)
Clearly Stated Objective (1 Point)
Assessment Discussion (1 Point)
Assessment Item (1 Point)
Standards Connection (1 Point)
Instructional Theory (1 Point)
Scaffold Item (4 Points)
High Quality Reply (1 Point)

Instructional Strategy

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Read Instructional Strategy.

Instructional Methods

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Read Instructional Methods.

Complete Paseo 5.

Paseo 5: Instructional Strategies and Methods (10 Points).
Choose ONE of the following areas based on your professional interests.

Paseo 5.1: Create a Lesson (10 Points)
Step 1: Describe a specific learning situation (i.e., library type, learners, topics taught)
Step 2: Select an information skills topic and create a short lesson containing the following four elements:
Motivation
Information Exploration
Student Involvement
Closure/Transfer
Step 3: For each of the four areas, describe WHY you chose the particular approach and content you selected and describe how it contributes to learning.
Reply Requirement: Provide feedback, suggestions, and/or examples for a peer. A high-quality reply should include a reference to course materials, professional resources, or detailed personal experience.

Evaluation Criteria (10 Points)
Description of Situation (1 Point)
Motivation & Reasoning (2 Points)
Information Exploration & Reasoning (2 Points)
Student Involvement & Reasoning (2 Points)
Closure/Transfer & Reasoning (2 Points)
High Quality Reply (1 Point)

Paseo 5.2: Analyze and Adapt (10 Points)
Choose THREE lessons, teaching resources, tutorials, or other instructional materials. For ideas, go to the Adapt Existing Materials page. You may wish to select materials all related to a particular topic such as teaching note-taking skills. Or, materials that could be used as part of three different instructional situations.
Step 1: Describe a specific learning situation (i.e., library type, learners, topics taught)
Step 2: Describe each item and provide a URL or attach the item.
Step 3: Evaluate each item. What are the strengths and weaknesses of each instructional material?
Step 4: Describe how each item could be adapted for the situation you described. State specific changes you would make for the instructional needs, instructional goal, and learners you have in mind. Be specific. Provide examples.
Step 5: For one of the three items, produce a revised version of the item, a worksheet to go with the item, or some other materials that you create yourself. Attach this item.
Reply Requirement: Provide feedback, suggestions, and/or examples for a peer. A high-quality reply should include a reference to course materials, professional resources, or detailed personal experience.

Evaluation Criteria (10 Points)
Description of Situation (1 Point)
Description of the Item (1 Point)
Evaluation (2 Points)
Adaptation (3 Points)
New Item (2 Points)
High Quality Reply (1 Point)

Paseo 5.3: Instructional Methods (10 Points)
Case studies, tutorials, games, presentations, and more, there are a wide range of instructional methods that can be used for teaching information literacy skills. Explore these options on the Instructional Methods page.
Step 1: Describe one of the instructional methods discussed on the Instructional Methods page.
Step 2: Do some research. Describe the history of this instructional approach in teaching and learning. Include at least 3 professional citations.
Step 3: Describe in detail how the approach works and how it could be applied in information skills instruction.
Step 4: Locate and describe how you would adapt an existing online resource in this area for a particular purpose.
Step 5: Create an instructional material (i.e., short PowerPoint presentation, a worksheet with scenario-based activities, a worksheet to go with an online game) that could be used in instruction.
Reply Requirement: Provide feedback, suggestions, and/or examples for a peer. A high-quality reply should include a reference to course materials, professional resources, or detailed personal experience.

Evaluation Criteria (10 Points)
Description of Method (1 Point)
Research Paper on Method (3 Points)
Approach Application (1 Point)
Adaptation (2 Points)
New Item (2 Points)
High Quality Reply (1 Point)

Technologies

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Evaluation

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Read Evaluation.

activityInstructional Experience 1: Self-Paced Learning Experience (20 Points).
Apply an instructional design model to the creation of a self-paced tutorial. This tutorial must include an introduction, quality information, examples and non-examples, practice, applications, assessment, and closure. It should be totally self-contained either as a handout (PDF format), web-based, or some combination.

Product Portion (10 Points). As evidence of your real-world experiences, you will be required to produce one of the following products as part of your assignment. You can decide which fits best with the instruction you wish to design.
• Video Tutorial. This should not be a talking head. Instead, it should be a dynamic, interactive experience for viewers.
• Screencast Tutorial with Audio Narration. Example using Poem Tutorial, Catalog Tu orial, Library Quilting Project, Screencast, Camtasia
• Web-based Tutorial: Example using Weebly, Captivate Embedded in LibGuides, Copyright using GoogleSites
• PowerPoint Tutorial with Embedded Quiz: Reference PPT Tutorial with Quiz
• Computer-based Simulation, Game, App, or Tutorial with Embedded Testing

Written Portion
(9 Points). The written portion of your product should include the following areas. Check the guidelines for more information.
• Overview of experience
• Description of instructional design model used and review of the process followed
• Established need (based on at least 2 professional sources). How will the experience address needs?
• Audience characteristics and implications with justification for specific target audience
• Standards listed or professional need established
• Instructional goal stated
• Learning objectives stated
• Assessment matched to objectives and integrated into instructional materials
• Learning theories described and applied (based on at least 2 professional sources)
• Results of THREE one-to-one formative evaluation subjects (they can be anyone, they don't need to represent the target audience)

Reply Requirement (1 Point). Work your way through the self-paced learning experience of your peer. Provide very specific feedback.

Sample Project:

Evaluation Criteria
(20 Points)
Product: Introduction (2 Point)
Product: Information Exploration (2 Point)
Product: Use of Examples/Nonexamples (2 Point)
Product: Practice and Application (2 Point)
Product: Assessment and Closure (2 Point)
Written: Overview and Description (1 Point)
Written: Need and Audience (2 Point)
Written: Goals, Objectives, and Matching Assessment (2 Point)
Written: Learning Theories (2 Point)
Written: Formative Evaluation (2 Point)
Reply (1 Point)

Partnerships & Programs

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Read Partnerships & Programs.

Management & Futures

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Read Management & Futures.

Complete Paseo 6.

Paseo 6: Management, Collaboration, Programs (10 Points).
Choose ONE of the following areas based on your professional interests.

Paseo 6.1: Faculty Partnerships and Collaboration
Personalities can have a tremendous impact on the ability of a librarian and faculty member to work together. The relationship between a teacher and media specialist is critical to a successful program of information inquiry. There are many different approaches to collaboration.
Step 1: Interview an experienced librarian or teacher about their experiences with teacher-librarian collaborations.
Step 2: Describe the characteristics of an effective collaborative relationship. Discuss the roles of inquiry, literacies, and standards. Also describe the common barriers. Use detailed examples from your interview.
Step 3: Brainstorm factors that can impact effective collaboration.
Step 4: Citing the professional literature, discuss ideas for developing an effective collaborative atmosphere in a library.
Step 5:
Design a plan for a real or imagined library setting.
Reply Requirement:
Provide feedback, suggestions, and/or examples for a peer. A high-quality reply should include a reference to course materials, professional resources, or detailed personal experience.

Evaluation Criteria
(10 Points)
Interview Summary (1 Point)
Characteristics of Collaboration (2 Points)
Factors that Impact Collaboration (2 Points)
Collaborative Atmosphere (2 Points)
Plan for Collaboration (2 Points)
High Quality Reply (1 Point)

Paseo 6.2: Build a Plan

What if you could design a new kind of learning environment? What would it look and feel like? If you could toss the current school building concept, college library layout, staffing structure, schedule, curriculum.... and start from scratch, what would you do? If you didn't have the pressure from parents, teachers, politicians, and corporations, what kind of learning environment would you construct? Or, if you could redesign an academic, health, or public library with a focus on life-long learning, what would it look like? What would the learning experience be like for students, librarians, faculty, and others? What would this place look like? How would information and inquiry be integrated into the new curriculum? Don't just answer these questions, show us. Immerse us in your vision. Your posting might include words, pictures, ideas, and original ways of expressing this vision. This is your chance to be creative. 

A high-quality reply should include a reference to course materials, professional resources, or detailed personal experience.

Evaluation Criteria
(10 Points)
The Vision (9 Points)
High Quality Reply (1 Point)

Paseo 6.3: Design Your Own
Reflect on the course materials. Explore a topic of interest from anything we've explored this semester. Share current research, examples, approaches, and best practices. You might go back and write a paper about brain-based learning, design a tutorial for a particular purpose, or try out a piece of technology. Provide me with criteria for evaluating 9 of the 10 points of your assignment.

A high-quality reply should include a reference to course materials, professional resources, or detailed personal experience.

Evaluation Criteria (10 Points)
YOU DECIDE (9 Points)
High Quality Reply (1 Point)

Paseo 6.4: Revisit a Topic
Look back over the options in Paseo 1-5 that you didn't choose. Complete one of these assignments.
Reply Requirement: Provide feedback, suggestions, and/or examples for a peer.

Evaluation Criteria (10 Points)
Based on Paseo selected.
High Quality Reply (1 Point)

 

activityInstructional Experience 2: Face-to-Face Learning Experience (20 Points).
Your face-to-face experience must take place before a real-world audience. If you aren't working in a situation where you can try out your instruction, consider a public forum such as a Toastmaster's meeting. Or, form a one-time, live book club with your friends or volunteer to organize an activity at your child's school or church.

Create a learning session that develops some aspect of information literacy in a specific audience. It could be a stand-alone session or part of a larger workshop or course.

Product Portion (10 Points). As evidence of your real-world experiences, you will be required to produce one of the following products as part of your assignment. You can decide which fits best with the instruction you wish to design. Don't submit a recording of the entire instructional experience. Instead, please provide a representative clip or series of clips that reflect the experience. It should be 3-10 minutes total.
• Video-recorded Live Presentation.
• Video-recorded Lesson.
• Video-recorded Live One-on-One Instruction. (Example: Search)
• Video-recorded Live Discussion Facilitation.

Written Portion (10 Points). The written portion of your product should include the following areas. Check the guidelines for more information. Check the guidelines for more information.
Example: Citations, Search
Background Report: overview of the event including the anticipated users/ learners, need, objectives, and matching assessment
Instructional Material: lesson/instructional sequence, activities, technology, materials, presentation, teaching notes, examples, answer sheets, student assessment
Learner Material: at least a couple of the following items such as informational handout, example or tip handout, tutorial, activity materials, assignment sheet
Reviewer Feedback or Results of Field Test: provide an experience evaluation and share the results include ideas from a content-area expert or feedback from participants
Reflection: reflect on the learning event and discuss strengths and weaknesses of the experience and share your findings

This assignment has no reply requirement.

Evaluation Criteria (20 Points)
Product: Introduction (2 Point)
Product: Information Exploration (2 Point)
Product: Use of Examples/Nonexamples (2 Point)
Product: Practice and Application (2 Point)
Product: Assessment and Closure (2 Point)
Written: Background Report (2 Point)
Written: Instructional Material (2 Point)
Written: Learner Material (2 Point)
Written: Evaluation (2 Point)
Written: Reflection (2 Point)


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