Complete The Following Tasks In Unit VI You Will Be Turning

Complete The Following Tasks1 In Unit Vi You Will Be Turning In A D

Complete the following tasks: 1) In Unit VI, you will be turning in a design blueprint as you begin to outline your plans for the online course you will partially build throughout this course. Briefly tell your fellow classmates about the online course you are planning to design in this course, and identify as many goals, outcomes, and objectives from the course you will be planning (identify at least one of each, but keep in mind that you may still wish to change or refine these—especially after you absorb the feedback of your peers and instructor). 2) In this unit, we discussed learning strategies in general and three specific types of learning strategies. Research three additional learning strategies. Explain the advantages and disadvantages of each of the three learning strategies you researched as they pertain to your planned course’s goals, outcomes, and objectives.

Paper For Above instruction

The development of an effective online course requires meticulous planning and strategic organization to ensure that learning objectives are achieved efficiently. For this purpose, I am envisioning an online course centered on digital marketing strategies tailored for small business owners. This course aims to empower entrepreneurs with the knowledge and skills necessary to harness online platforms for business growth, branding, and customer engagement. As part of the initial design blueprint, several goals, outcomes, and objectives have been identified, with an understanding that they may evolve with ongoing feedback from peers and instructors.

The primary goal of this online course is to facilitate a comprehensive understanding of digital marketing channels, including social media, search engine optimization (SEO), content marketing, and email marketing. A key outcome is that participants will be able to develop and implement a customized digital marketing plan for their businesses. The objectives include mastering the use of analytics tools to measure marketing effectiveness, creating engaging content that resonates with target audiences, and understanding the importance of branding consistency across platforms. These goals and outcomes are intended to provide a structured pathway for small business owners to enhance their online presence systematically.

In the context of effective learning strategies for this course, three additional learning strategies—gamification, problem-based learning, and peer teaching—will be evaluated for their suitability and potential benefits or drawbacks.

Gamification incorporates game-like elements such as points, badges, and leaderboards to motivate learners. For my digital marketing course, gamification can increase engagement, motivate participation, and foster a competitive spirit that encourages consistent effort. The advantage of gamification lies in its capacity to make learning interactive and enjoyable, leading to higher retention rates (Dicheva et al., 2015). However, disadvantages include the risk of superficial engagement where learners focus on earning rewards rather than understanding content deeply, and the potential for increased anxiety among competitive learners.

Problem-based learning (PBL) emphasizes solving real-world issues through active exploration and critical thinking. For this course, PBL can help learners apply theoretical concepts in practical scenarios, such as designing a marketing campaign for a hypothetical business case study. Its benefits are rooted in promoting higher-order thinking skills, fostering independence, and improving problem-solving abilities (Savery, 2015). On the downside, PBL can demand significant time and resources, and some learners may struggle without structured guidance, potentially leading to frustration or superficial understanding if not properly facilitated.

Peer teaching involves students instructing or explaining concepts to one another. In the context of this digital marketing course, peer teaching can reinforce learning by encouraging interaction and collaboration. It leverages social constructivist theories where learners build understanding through discussion and shared experiences (Johnson & Johnson, 2017). While peer teaching can enhance comprehension and communication skills, its effectiveness depends on learners' prior knowledge and willingness to engage. Without proper monitoring, misinformation can also spread, which requires careful oversight by instructors.

In conclusion, the integration of these learning strategies—gamification, problem-based learning, and peer teaching—can significantly enhance student engagement, deepen understanding, and develop crucial skills aligned with course goals. Each strategy offers unique benefits and poses specific challenges, emphasizing the importance of thoughtful implementation tailored to learner needs, course content, and desired outcomes.

References

• Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in Education: A Systematic Mapping Review. Journal of Educational Technology & Society, 18(3), 75-88.
• Johnson, D. W., & Johnson, R. T. (2017). Joining Together: Group Theory and Group Skills. Pearson.
• Savery, J. R. (2015). Overview of Problem-Based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1).
• Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. John Wiley & Sons.
• Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231.
• Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House, 83(2), 39-43.
• Merriam, S. B., & Bierema, L. L. (2013). Adult Learning: Linking Theory and Practice. Jossey-Bass.
• Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32-42.
• Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
• Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.