Learning Assets
Lecture
Documentaries
Interactive Assessments
Discussions
Mode of Delivery
A hybrid delivery modality is preferred for the curriculum. While lectures and documentaries can be delivered asynchronously, interactive assessments and discussions need to incorporate both the synchronous and asynchronous modalities, yielding a hybrid system. This implies that all three modalities will be used in the curriculum delivery – synchronous, asynchronous, and hybrid modes.
With lectures, the instructor will gather the learners in a lecture room and give the course outline, after which the learners receive a lecture. In this mode of delivery, the instructor remains the center of the attention. With the videos, the learners will receive a temporary link to relevant online videos. The links expire after a specified time. This implies the learners must rush to keep time. In an interactive assessment, the instructor will administer tests to the learners who answer and the instructor makes comments in the same session. The learners are also allowed to ask questions. With the Discussions, the learners will be put into small groups of 4, and discussion questions issued to them. The learners will then be instructed to discuss the questions, after which the instructor gives general comments at the end of the discussion session. The learner groups will also exchange their discussion questions and answers with each other.
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Curriculum Objectives
The primary objectives of the designed curriculum are:
To disseminate social skills to children with Autism and Intellectual Developmental Disabilities to help reduce their challenging behaviors.
To train interpersonal skills to children with Autism and Intellectual Developmental Disabilities through discussions and other interactive learning sessions.
To disseminate practical physical skills to children with Autism and Intellectual Developmental Disabilities.
To provide a personalized learning experience to children with Autism and Intellectual Developmental Disabilities.
Key Stakeholders
A stakeholder in the LMS learning is anyone who is directly affected by the LMS (Noama et al., 2019). The main stakeholders in the System include:
System Administrator – these stakeholders will be in charge of the learning assets and students’ critical information (data). They will oversee the delivery of the curriculum as designed.
Instructors – These stakeholders are in charge of delivering the curriculum to the learners. They will also be in charge of the lecture assets. The instructors will enhance the achievement of the curriculum goals by delivering its content to the learners.
Technology Support staff – These stakeholders will be in charge of keeping the system smoothly running by ensuring all the technical aspects are running effectively. The technology Support team will also maintain the User Interface of the system to ensure its effective usability. They further have the task of keeping the system secure.
Learners – The learners will receive instructions and instructional assets through the system.
Enhancing the Educational Goals
Learning asserts exist in a Learning Management System to enhance the achievement of the curriculum goals (Chaw & Tang, 2018; Oliveira et al., 2016). In the case of the current curriculum:
Lectures and documentaries will enhance the achievement of the practical physical skill of listening by engaging the learners in activities that require active listening.
Interactive assessments and discussions will enhance the social skills and interpersonal skills by engaging the learners in activities that require them to communicate and consider etiquette in their interactions.
References
Chaw, L. Y., & Tang, C. M. (2018). What makes learning management systems effective for learning? Journal of Educational Technology Systems , 47 (2), 152-169.
Norma, K., Khalid, A., Muharram, A. A., & Ahmed, I. A. (2019). Improvement of e-learning based via learning management systems (LMS) using artificial neural networks. Asian Journal of Research in Computer Science , 1-9.
Oliveira, P. C., Cunha, C. J., & Nakayama, M. K. (2016). Learning management systems (LMS) and e-learning management: An integrative review and research agenda. Journal of Information Systems and Technology Management , 13 (2).
