Educational Leadership

MUST HAVE INTRODUCTION,SUBHEADINGS AND CONCLUSION

The ELM, ARCS, and Gerlach and Ely Models are three instructional design models that you will explore for this paper. What are the characteristics of these models? How is one model specifically different from the other? You may wonder if the models require validation using various methods. If the models do require different validation methods, can they be compared to one another with accuracy?  Write a 4 page paper where you o Discuss the characteristics of the ELM model. o Discuss the characteristics of the ARCS model. o Discuss the characteristics of the Gerlach and Ely Model. o Compare and contrast the ELM, ARCS, and Gerlach and Ely Models. o Notes: 1. As part of your discussion, be sure to describe how the models support instruction. 2. Discuss how the models guide evaluation of student learning. 3. Talk about the standard(s) by which a model is considered valid. Assignment Expectations To receive maximum credit, you must demonstrate understanding of context and purpose of the assignment by bringing all required elements (described above) to the discussion, and meeting additional expectations (described below). Cite a minimum of four sources and incorporate them into your paper. It is expected that you analyze and synthesize, not merely summarize, sources. The reference page and overall paper must be formatted properly in APA format and style include a strong introduction, subheaders and conclusion. Required Reading Akella, D. (2010). Learning together: Kolb’s experiential theory and its application. Journal of Management and Organization, 16(1), 100-112. Connell, C., Hoover, G., & Sasse, C. (2001). Using the ARCS model to design motivating curriculum. Allied Academies International Conference Academy of Educational Leadership Proceedings, 6(), 119-123. Retrieved March 2013 from ProQuest. Darryl, L. S. (2008). Section III: Designing and developing effective learning – chapter 10: Instructional design models and learning theories. Alexandria, United States, Alexandria: American Society for Training and Development. Retrieved March 2013 from ProQuest. Huett, J. B., Moller, L., Young, J., Bray, M., & Huett, K. C. (2008). Suporting the distnt student: The effect of ARCS-based strategies on confidence and performance. Quarterly Review of Distance Education, 9(2), 113-126,219-221. Retrieved March 2013 from ProQuest. Kranch, D. A. (2008). Getting it right gradually: An iterative method for online instruction development. Quarterly Review of Distance Education, 9(1), 29-34. Retrieved March 2013 from ProQuest. Ogawa, M. C. (2008). Exemplary undergraduate teaching assistant instructional practices as framed by the ARCS model of motivation. University of Hawai’i at Manoa). Retrieved March 2013 from ProQuest. Walter, J. G. (2008). The puzzle of internet plagiarism and instructional design: Helping high school teachers put the pieces together. Capella University). Retrieved March 2013 from ProQuest.

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