Running Head: Behaviorist and Cognitive Learning Activity

Behaviorist and Cognitivist Learning Activity

Spencer Chambers

University of Maryland University College

Spencer Chambers

[Date]
OMDE 610-9040 Fall 2016 Assignment #2

Behaviorist and Cognitivist Learning Activity

Description

The Employment Services (ES) team lacks the subject matter knowledge to create and

implement an evidence based employment services program for homeless individuals and

families. An online immersion class on evidence based employment program models, based

on a service delivery strategy known as Vocationalizing homeless services. (HUD, 2014).

This strategy, incorporated by Housing and Urban Development, is based on evidence based

services models implemented by various nonprofit organizations around the country. (HUD

2014).

The central objective of these service models is to promote self-sufficiency. Every aspect

of service delivery incorporates vocational development as a goal. The purpose of this

course, titled VHS 101, is to give staff the opportunity to develop subject matter knowledge

and implement an effective employment service model based on best practices and evidence

based services models highlighted by HUD. (HUD 2014). The following lesson is an

introduction to the theory of vocationalizing homeless services and three evidence based

programs that use this theory as a model.

Learning Objective

Define vocationalization: After this lesson learners will be able to define

vocationalizing and explain the process within the context of homeless services.

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OMDE 610-9040 Fall 2016 Assignment #2

Analysis of three evidence based employment services plans: Learners will also be

able to articulate and demonstrate and understanding of the three-distinct

evidence- based employment program models that are effective in providing

services to homeless individuals and families.

Lesson Outline

Introduction: Instructor will explain the objectives of the less expectations of the

instructor and learners. The instructor is responsible for facilitating the learning

and provide guidance and feedback to learners as needed. Learners are

responsible for researching material, discussing ideas collaborating with the other

leaners and complete assignments according to the guidelines of the course.

Individual exercise: Learners will research and define vocationalizing and

demonstrate an understanding of the concept by posting t their definitions on a

discussion thread and engaging other learners in a debate about the correct

meaning and validity of the term.

Individual Assessment: This performance will be measured by the learners

ability to effectively define the term, defend their definition, engage other leaners.

Collaborative exercise: Based on the content resources, and other readings

learners will research three evidence based employment services models and

discuss the pros and cons of each model by posting to discussion board. In

additions, learners will form three groups each choose a different program model

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OMDE 610-9040 Fall 2016 Assignment #2

and defend it as the program model best suited for implementation by the

employment services department.

Collaborative Assessment: This objective will be measured by assessing learner

participation in the discussion., and group project participation.

Writing Assignment: This performance will be measured by assessing the

learners ability to effectively write papers using correct APA formant and

citations.

Technology

Learning Management System: The class will be delivered through a Learning

Management System. This system of Training management often referred to as

a learning management system (LMS) is a key element of an effective

professional development plan as well as being a key element of an

Organizations human resources strategy. (Docebo, 2014- The LMS is cloud

based, mobile compatible and provides and array of online learning

affordabilitys. Learners will be given a student account which will give them

access to the class portal. Learners will work individually and collaboratively by

uploading essays and assignments. Learners will also be required to use media to

work collaboratively. In addition, learners are required to post to discussion

boards and respond to another leaners post. The instructor can give timely

feedback both individually by posting directly to threads, or to individuals

through email.

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OMDE 610-9040 Fall 2016 Assignment #2

Theory

Behaviorist and Cognitivist Learning Theories: This course in general and lesson

is based on a combination of the behaviorist and cognitivist learning theories.

Behaviorism is primarily concerned with observable and measurable aspects of

human behavior. (Standridge, 2002). The behaviorist aspect of this lesson is

based on learner participation in the learning process. This is done when learners

engage each other posting and replying to post on discussion boards, collaborating

on group project and individually writing papers using correct APA style and

citations.

The cognitive approach sees learning as an internal process and the

amount learned is based on the processing capacity of the learner. (Ally, 2008,

p.21). The cognitive learning theory is applied when the learners demonstrate an

understanding of the subject matter by using active learning. Using prior

knowledge, learners will construct new knowledge by researching information

and applying that information to the discussions, the group project and individual

assignments given by the instructor.

Combining these two learning theories will allow the instructor to produce

and deliver quality lessons that maximize the leaners experience. Not only does

the learning have to complete assign task and participate in discussions group

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OMDE 610-9040 Fall 2016 Assignment #2

projects, the leaner will demonstrate cognitive development by using prior

knowledge to complete the stated objectives in the lesson. Appropriate instructor

feedback will keep learners engaged and address any issues related to the learning

objectives and expectations.

Rubric

Rubric Exemplary Proficient Unsatisfactory

Participation Fully engaged in Mostly engaged Partially

learning process. in the learning engaged in the
Post at least 4 process. Post as learning process.
original post and least 3 original Post less than 3
reply to 4 post. Reply to at original post.
learners least 3 learner Reply to less
Respond to at responses. than 3 learner
least 4 original Respond to at responses.
learner posts. least 3 original Responds to less
learner posts than 3 original
learner posts
Collaboration Takes a Fully in engaged Partially
leadership role in group project. engaged in
on group project Completes group project.
and or assigned task. Doesnt
contributes more complete
than expected assigned task.
Writing Writing is clear Writing is Writing is not
and well mostly clear and clear and un
organized. organized. Good organized.
Excellent sentence Poorly
sentence structure and structured
structure and grammar usage. sentences. More
grammar usage. 3 to 6 spelling than 6 spelling
3 or less spelling errors. Mostly error. Incorrectly
error. Correct correct APA used APA
APA format and format and format and
citation citation citation

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OMDE 610-9040 Fall 2016 Assignment #2

Assignments 90% 80-89% Less than 80%

References

Docebo. (2014). E- learning market trends and forecast 2014-2016. A report by Docebo.
Retrieved from https://www.docebo.com/landing/contactform/elearning-market-trends-
and-forecast-2014-2016-docebo-report.pdf

Ally, M. (2008). Foundations of education theory of online learning. The theory and practice of
online learning. pp. 15-44. Retrieved
fromhttp://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf

Standridge, M. (2002). Behaviorism. Emerging perspectives on learning, teaching, and

technology. Retrieved from http://epltt.coe.uga.edu/

US Department of Housing and Urban Development. (2014). What works. Job strategies for
homeless people. Retrieved from https://www.hudexchange.info/resource/881/what-
works-job-strategies-for-homeless-people/