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Activity Resource Record
Input data for an activity
1. Select an Activity.
The activity can meet more than one typology, though one typology is
the primary one.
2. Mark a "P" for primary. and an "S" for secondary - "if" a
secondary one is available for this activity.
The typology is the perspective from which the directions are
written for; however many typologies provide conditional typology
instructions so to reduce the amount of initial work for the user of the
activity.
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Activity Typology |
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Learning |
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Instructional |
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Instructional Design |
3. The Optimum Class Size is conditional to a range of other factors
besides the number of students attending the class. In this next series of
questions, Select the class size you will be concerned about and answer
the reset of the questions "WITH THAT CLASS SIZE IN MIND".
4. When additional people are brought into any lesson, new
modalities of working groups results. The simple term "workgroup" doesn't
accurately capture the relationships inherent in the power structure and
access to resources that are available until the discreet
people-relationships are examined when People Resources are elicited in
this venue.
5. Many activities require more than a simple one attempt "lesson".
At the most, they require reflection and action upon the lesson so as to
learn the most from the lesson. Therefore there is a continuity between
what is within the class and what is done outside the class and what is
then address about the activity outside of the class once it is brought
back into the class again. This movement is not necessarily addressed well
in many activity theories and will attempt to be examined in this
manner. After identifying the Assignment, please choose from the
corresponding Select list, Yes or No, as to whether technology is included
in the Assignment.
6. Technology is always present in some fashion. Whether with book
and pen and paper or with the digital means. In this in put field, we are
considering the multitude of the range of technologies needed to best
utilize this activity. If a T is selected among the items above, then the
following table arises and selections must be made for the activity to be
use:
(Ideally, the Activity and the time will set the limit of how many
tools can be selected) at this time, let us leave it open to 5
selections)
7. Please enter AN EXAMPLE the ActivityText fields
below in this matrix part
| Activity Name is placed here from the one selected in
the begining |
| 1. |
Describe the goal, objective, and purpose of the
example
|
| 1.a. |
Describe the example's contents (somewhat in a narrative format
for those who have never seen the example before so that they might
understand how to emulate the example)
|
| 1.b. |
Describe the lessons learned
|
| 1.c. |
Describe what would have made the example a better lesson for
this activity
|
| 1.d. |
If used again, what elements would be altered and for what
purposes.
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| 1.e. |
If used again, what differences would the student
do/act/learn/be would the instructor prep/do/not do/leave/ and would
the result hope to achieve.
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8. There are multiple theories that use elements of different
partial theories. In this section we hope to gather these overlaps so that
we can see where different methodologies are assisting each other rather
than resisting each other.
9.While these roles are complementary in action, there are enough
activities in play during the action of learning and instruction that
multiple roles may be in play at one and the same time. The limitation is
in the unit of learning and the time of the unit determined for that
learning. Instructional Roles, Learner Roles, For each of the activities
recorded multiple roles may be used at different active places along the
carrying out of the activity by the participants in it.
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