Application:
Interconnections, Part 1 Assignment
Lawrence
Yamba
ID
No. A00424417
WALDEN
UNIVERSITY
Online learning can sometimes be stressing
and frustrating because of none access to face to face with tutors and learning
peers for consultations and guidance synchronously on the other, it can be very
interesting and motivating if the required supporting tools are made available
and clearly understood and effectively utilized by the online learner (online
Learning Manual 2012). This short easy will summarizes at least three of the connections
that are considered to provide the most effective support to student’s success
at Walden University.
The multimedia presentation Interconnections,
Part I, in the connections resource has provided the forms of connection
between the student and colleagues, the student and Walden and colleagues with
Walden. In the connection between the student and colleagues is an expectation
where the student will be required to create the link between colleagues and
oneself and become part of the caring learner and be supportive in the process
of acquiring academic proficiency and professional development.
Further,
the connection of inviting each other to collaborate will enable student and
colleague to sharing their experiences and academic information and material
support with colleagues and this will enhance their vision and motivate themselves
to achieve their objective with much easy.
The other
connection is between the student and the Walden community of staff. This link
is aimed at providing support to students in terms of making available the
necessary material, technical and voice calls to guide the learner align
oneself with the Walden vision and mission statement. It an important linkage
in that with it the student cannot progress as in line with the required course
content hence the need to sustain this link and collaborate as often it may be
necessary. What is required is the Walden supporting team to simplify the
instructions and if possible post the step by step instructions in the
student’s Walden email addressing pertaining to the task at hand.
In a nut
shell, it suffice to state that as an online learner provided with these
connections, there will be a deliberate will and effort to make available
privileged information and course materials to colleagues through posting in the
students’ lounge and discussion board as well as be posting documents in the
Doc-share facility
Reference
Laureate Education, Inc. (2012). Online Learning
Manual. Baltimore: Author.
Multimedia
Presentation Interconnections, Part I http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6005/01/mm/ICS-Part1/ICS-Part1.html 06/09/2015:12:52
Appendix: Application
and Reflection Rubric for Assessment
Walden University M.S. in Early Childhood
Studies
Formative Evaluative Criteria for Applications and Reflective Essays
|
Quality
of Work Submitted
Work
reflects graduate-level critical, analytical thinking.
|
A: Exemplary Work
A = 4.00; A- = 3.75
All
of the previous, in addition to the following:
|
B: Graduate Level Work
B+ = 3.50; B = 3.00;
B- = 2.75
All of the previous, in addition to
the following:
|
C: Minimal Work
C+ = 2.50; C = 2.00;
C- = 1.75
|
F: Work Submitted but Unacceptable
F = 1.00 |
|
Adherence
to Assignment Expectations
The
extent to which work meets the assigned criteria.
|
Assignment
exceeds expectations,
integrating
additional material and/or information.
Assignment
demonstrates exceptional breadth and depth.
|
All parts of
the assignment are completed, with fully developed topics.
The work is
presented in a thorough and detailed manner.
Assignment
demonstrates appropriate breadth and depth.
|
Most parts of
assignment are completed.
Topics are not
fully developed.
Assignment
|
Does not
fulfill the expectations of the assignment.
Key
components are not included
Assignment lacks breadth and depth.
|
|
Assimilation
and Synthesis of Ideas
The
extent to which the work reflects the student’s ability to-
1.
Understand the assignment’s purpose;
2.
Understand and analyze material in videos, readings, and
discussions;
3.
Apply presented strategies
**May include, but are not limited to,
scholarly articles, collegial discussions; information from conferences, in
service, faculty development, and/or meetings. .
|
Demonstrates
the ability intellectually to explore and/or implement key instructional
concepts.
Demonstrates
exceptional inclusion of major points, using creditable
sources**, in addition to course videos or required readings.
Demonstrates
insightful reflection and/or critical thinking.
|
Demonstrates
a clear understanding of the assignment’s purpose.
Includes
specific information from course videos or required readings to support major points.
Provides
careful consideration of key instructional concepts.
|
Shows some
degree of understanding of the assignment’s purpose.
Generally
applies theories, concepts, and/or strategies correctly, with ideas unclear
and/or underdeveloped
Minimally
includes specific information from course videos or required readings.
|
Shows a
lack of understanding of the assignment’s purpose.
Does not
apply theories, concepts, and/or strategies
Does not
include specific information from course videos or required readings.
|
|
Written
Expression and Formatting
The
extent to which scholarly, critical, analytical writing is presented in APA
format;
Standard
Edited English ( i.e. correct grammar, mechanics).
|
Represents scholarly
writing in a correct APA format.
Work is unified around a central purpose with well-developed ideas, logically organized in paragraph
structure with clear transitions.
Effective
sentence variety; clear, concise, and powerful expression are evident.
Work is
written in Standard Edited English. No prominent errors
interfere with reading.
|
Work is well
organized with correct APA formatting
throughout.
Ideas are
clearly and concisely expressed.
Elements of
effective communication such as an introduction and conclusion are included.
Work is
written in Standard Edited English with few, if any, grammatical or
mechanical errors
|
Somewhat
represents mature, scholarly, graduate-level writing, with APA generally
followed.
Ideas are
not clearly and concisely expressed.
Elements of
effective communication such as an introduction and conclusion are not included.
Work
contains more than a few grammatical, or mechanical errors.
|
The quality
of writing and/or APA formatting are not acceptable for graduate level work.
Major
points do not reflect appropriate elements of communication.
No effort to
express ideas clearly and concisely.
Work is not
written in Standard Edited English. Contains many grammatical or mechanical
errors
|
|
Final
Assignment Grade
|
A: Exemplary WorkA = 4.00; A- = 3.75 |
B: Graduate
Level Work
B+ = 3.50; B = 3.00;
B- = 2.75
|
C: Minimal Work
C+ = 2.50; C = 2.00;
C- = 1.75
|
F: Work
Submitted but Unacceptable
F = 1.00
|
It is
expected that all applications and reflective essays will be submitted
according to the assignment due dates indicated. Exceptions may be made at the
discretion of the faculty member if contacted by the student prior to the due
date describing extenuating circumstances.
Updated:
11.16.06
