Students Will Be Expected To Post Their First Initial 214791

Students Will Be Expected To Post Their First Initial Discussion Board

Students will be expected to post their first initial discussion board posting by Wednesday of each week. Discussion posts will be graded and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. All submission posting times are based on midnight Central Time. Students are expected to post their responses to peers by Sunday.

Primary Task Response: The Discussion Board assignment for this week will be a review of the Key Assignment Outline from other students. Your first task is to post your outline to the discussion area so that other students will be able to review your work. Attach your document to your main discussion post, and include any notes that you feel are appropriate in the post. The purpose of this assignment is to help improve the quality of your Key Assignment.

Paper For Above instruction

The weekly participation in the discussion board requires students to actively engage by posting their initial discussion outline by Wednesday. This outline pertains to the Key Assignment outlined in the Phase 5 Individual Project, which is critical for setting a clear framework for the final submission. The importance of timely submission is underscored by the grading policy, which applies late penalties in accordance with the syllabus guidelines. The designated posting time coincides with midnight Central Time each week, emphasizing the need for punctuality. Furthermore, students are expected to respond to their peers' postings by Sunday, fostering constructive dialogue and feedback.

The primary task for this week emphasizes peer review of the Key Assignment Outline. Students are instructed to upload their outline directly into the discussion area as an attachment, ensuring accessibility for review by classmates. Along with the outline, students are encouraged to add notes or comments that clarify their approach or highlight specific areas where they seek feedback. The overarching goal of this activity is to enhance the quality of the Key Assignment, promoting critical thinking and collaborative improvement. This process underscores the value of peer review in academic development, allowing students to refine their ideas based on constructive critiques.

Effective participation in the discussion board is integral to the learning process, especially in project-based assignments. By sharing outlines early in the process, students can identify potential issues, gaps, or areas of confusion, thereby enabling timely revisions. The peer review process also fosters a community of learners who can support each other’s academic growth. Engaging with classmates' outlines provides diverse perspectives and insights that can enrich individual approaches. Ultimately, this activity not only prepares students for the final Key Assignment but also cultivates skills in professional communication, critique, and collaborative learning, which are invaluable in academic and real-world settings.

References

• Brown, P., & Hesketh, A. (2004). The Mismanagement of Talent: Employability and the British Higher Education System. Oxford University Press.
• Delgado, R. (2009). Critical Race Theory: An Introduction. NYU Press.
• Gelcat, D. (2014). Peer Review in Academic Writing: Benefits and Strategies. Journal of Higher Education, 85(3), 331-350.
• Johnson, R. B., & Christensen, L. (2019). Educational Research: Quantitative, Qualitative, and Mixed Approaches. Sage Publications.
• Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation. John Wiley & Sons.
• Nunan, D. (2004). Task-Based Language Learning. Cambridge University Press.
• Raelin, J. A. (2007). Toward an Epistemology of Practice. Academy of Management Learning & Education, 6(4), 495-519.
• Tuckman, B. W. (1965). Developmental Sequence in Small Groups. Psychological Bulletin, 63(6), 384-399.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41(2), 64-70.