Unit 3: There Are 3 Steps To Complete This Task Step 1 Deter

Unit 3there Are3 Stepsto Complete This Taskstep 1 Determine Knowledg

Unit 3 there Are 3 Steps to Complete This Task. Step 1: Determine Knowledge (Complete this step by Wednesday). Click on the IntelliPath icon in the Left Navigation Bar of your Classroom under the Course Work section to begin. A landing page will appear, scroll down and click on Start IntelliPath. Choose Determine Knowledge from the Steps tab on the left side of your screen.

Step 2: Learning Path. Once you complete the Determine Knowledge step, follow the instructions to begin working on your Learning Path. Your path will only consist of learning nodes that you need to work on and is individualized for you. You will receive feedback as you work through your path.

Step 3: Practice & Revision. As you work in your Learning Path, you may need to spend additional time in specific areas to improve. You can do this by practicing and revising. Review the provided document for guidance. Use the IntelliPath suggestions to help increase your Knowledge State through Practice and Revision.

To maximize the IntelliPath experience, ensure that you have completed all assigned work in the path up to this point. Check if your progress shows 100% completion for assigned learning nodes. If so, and you wish to further increase your Knowledge State, you can engage in additional practice exercises or revise completed nodes.

Once halfway through your path, you can select 'Show me the Numbers' from the Landing Page to review your scores across the total Learning Map. Additionally, you can select 'Show me the Map' to review your overall progress on the Learning Map.

Paper For Above instruction

The use of digital learning tools, such as IntelliPath, has transformed the traditional educational landscape by providing personalized, interactive, and self-paced learning experiences. The three-step approach outlined in the instructions—Determine Knowledge, Learning Path, and Practice & Revision—embody an effective instructional model that aligns with contemporary pedagogical theories emphasizing learner autonomy and targeted skill development.

The first step, 'Determine Knowledge,' involves assessing one's current understanding to identify gaps and set a foundation for subsequent learning activities. This initial assessment ensures that learners engage with content tailored to their needs, thereby maximizing efficiency and motivation. According to Krause and Coates (2001), formative assessments at this stage enhance engagement by providing immediate feedback, which aids learners in recognizing their strengths and areas for improvement.

The second step involves following an individualized Learning Path, which ensures that learners focus on relevant material. This model supports constructivist principles where learners actively build knowledge through tailored pathways that suit their prior understanding and learning preferences. As learners progress, they receive feedback, which is crucial for reinforcing correct comprehension and guiding future efforts (Shute, 2008). Personalized learning paths have been shown to improve learner engagement and outcomes by providing a sense of ownership and relevance in the learning process (Pane et al., 2015).

The third step, Practice & Revision, is critical for consolidating knowledge and developing mastery. Repetition and spaced practice in targeted areas enhance retention and transfer of skills, consistent with cognitive load theory and the concept of deliberate practice (Ericsson et al., 1993). By revising and practicing, learners solidify understanding and can identify persistent misconceptions, allowing for targeted remediation. The suggestion to review the progress via 'Show me the Numbers' and 'Show me the Map' serves as self-monitoring tools, empowering learners to take control of their learning journey and encouraging metacognitive awareness (Schraw & Dennison, 1994).

Implementing such a structured, yet flexible, approach aligns with best practices in digital education. It promotes self-regulation, personalized feedback, and adaptive learning—factors that significantly influence learner success (Holmes et al., 2019). Moreover, integrating regular progress checks and opportunities for revision caters to diverse learning styles, ultimately fostering higher engagement and achievement (Keller, 2010). As digital learning environments continue to evolve, their capacity to provide individualized, participant-centered learning experiences promises to support lifelong learning and skill acquisition across various educational contexts.

References

• Keller, J. M. (2010). Effective e-Learning: Foundations and strategies. John Wiley & Sons.
• Krause, K. L., & Coates, H. (2001). Students’ engagement in first-year university. Assessment & Evaluation in Higher Education, 26(3), 255-268.
• Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.
• Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
• Pane, J. F., Steiner, E. D., Baird, M. D., Hamilton, L. S., & Pane, J. D. (2015). Continued Progress: Promising Evidence on Personalized Learning. RAND Corporation.
• Holmes, N. G., Zuniga, D. M., Redford, J., & Li, M. (2019). Self-regulated learning in personalized online learning environments. The Internet and Higher Education, 44, 100724.
• Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475.