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Mashburn Kari 5.2.2 Draft
Mashburn Kari 5.2.2 Draft
Analyze
Title of Project:
How to relate to databases - This name was chosen because
it is a play on words. Databases use the keyword relationships to connect numerous
tables together that require data from one another.
Instructional Problem:
The instructional problem represents the lack of relationship between what is taught
concerning databases and the learner’s routine lives.
Learning Outcomes
1. Learners will be able to integrate what they are learning with databases into their daily lives.
2. Learners will be able to list different database scenarios and explain how they relate to routine
activities.
Learning Objectives
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Objective 1: At the conclusion of this activity, learners will be able to give examples of different
activities that relate to a database.
Learning Environment
The learning environment is on the Full Sail campus or online. This is due to the program
itself can be taught from anywhere, at any time, as long as you have a solid internet
connection. On-campus the learners will get a full lecture time with the learners plus
laboratory hours to be able to complete these activities .
Interactions (3 levels)
Initially, the learners will learn about MongoDB and some of the references that connect it
to their daily life activities. Second, the instructor will provide examples of how databases
are related to their routine lives. Ultimately, the learners will receive the take-home
assignment to connect things in their daily routine to the database and will be able to
recognize the comparisons in group or pair work.
Measurement
Learners will be assessed by implementing a take-home activity that relates their lives to
the world of database work. At that time when they return to campus, there
will be a discussion (for online, a discussion board activity) about their findings and
how they made the connections between the database and
the activity they compared databases to. All students must participate in
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Time
Watching the PowerPoint presentation in person (video if online) that the instructor
provides will require 30 minutes with examples of databases relating to ordinary
activities. The pair or group will get together finding comparisons in their everyday lives
that should take 1 hour. The discussion should take 1 hour. The combined time is
approximately 2 hours and 30 minutes.
Objective 2: At the conclusion of this activity, learners will be able to summarize how different life
activities/events are related to real-life database scenarios.
Learning Environment
The learning environment is on the Full Sail campus or online. This is due to the program
itself can be taught from anywhere, at any time, as long as you have a solid internet
connection. On-campus the learners will get a full lecture time with the learners plus
laboratory hours to be able to complete these activities .
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Interactions (3 levels)
To begin with, the learners will attend the lecture for relating databases to
our everyday lives. Next, the instructor will provide examples of
how databases are related to their everyday lives. Ultimately, the learners will write an
APA styled paper on relating real-life scenarios with real database scenarios they
research on EBSCOhost.
Measurement
Learners will be measured on different scales with formatting APA, Research, Content
Development, Introductory, and Conclusion paragraphs and Citations that all equal to
100%. The learner must get at least a 70%
to receive credit. If the learner fails this assignment, they must go
back include the feedback that was given to the learner after receiving the grade for
the assignment. The learner must also write a 100-word paragraph explaining what
changes they incorporated and what they discovered from the whole process
to receive partial credit.
Time
Watching the PowerPoint presentation in person (video if online) that
the instructor provides will require 30 minutes with examples of databases relating to
ordinary activities. Then to complete research and thoroughly write out the paper should
require 15 hours. The combined time to complete this is 15 hours and 30 minutes.
Project Overview
Full Sail University’s Web Design and Development program teaches students how to create web
applications while implementing a database, server-side and front-end
technologies. When students implement a database, students become disengaged because it
doesn’t directly relate to their lives. This is what causes them to fail the database course. By
relating common daily events or activities that connect with databases, learners will have the
opportunity to identify how databases apply to their ordinary lives with various scenarios, and in
turn allow them to identify how it applies to their career. It provides them with a thorough
understanding of what databases are, why it matters and how it applies to their everyday lives.
Data Planning
Part of developing a project that supports personalized learning is making sure the data systems
collect personalized learning data (National Form on Education Statistics & Quality Information
Partners, 2019). Many ways to gather data from
the students are to have them complete questionnaires or conduct interviews. The data collected
should move effectively between applications to use the data to meet the needs of the students.
I plan to gather data through questionnaires with the subject matter experts about what concepts
within the database classes do the students struggle with most and ways they relate the database
content to the learner’s ordinary lives. Then I will use this information to create another
questionnaire to send out to the web design and development students. This information will be
utilized to figure out what will be discussed in the learning.
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SME Checklist
I plan to consult with two Subject Matter Experts (SMEs). John Cabbibo and
Rachel Higley. John Cabibbo initially developed the current content for both these classes and
still instructs them. Rachel Higley took over the Database Structures course when
she initially started teaching at Full Sail University. At that time she mastered the whole course
and created other content, web applications and tools that help with the learning process. The
questions that I plan on asking are:
What do students struggle with the most in DBS and ADB?
Do these students get learning that relates to their everyday lives?
What topics are harder to explain/cover in DBS and ADB?
Is there anything that you are working to implement in these courses that you haven’t
gotten to yet?
What topics do students easily grasp?
What daily activities/events could you relate a database too? Or different scenarios on how
they relate to our everyday lives?
From these results, I can conclude what topics are the hardest to grasp so that I will be capable to
discover ways to implement these topics into the training as well as what topics that don’t need to
be touched upon. In addition, I can obtain ideas on other ways to implement databases relating to
our lives and other ideas that they wished were covered or hadn’t gotten to yet so that I could
potentially include it to my training as well.
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Figure I. 4 Principles of Andragogy. This figure illustrates the 4 Principles of Andragogy discussing
how they are applied to adult learning.
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Figure II. 5 Assumptions of Adult Learners. This figure illustrates the 5 Assumptions of Adult
Learners, discussing that are different from child learners.
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References
Bailey, K. (2020, March 27). The State of Women in Tech (Updated 2020) - DreamHost. Retrieved
makeup
Boone, J. B. (2019). Retooling for Change: Theories for Workplace and Higher Education in a
National Forum on Education Statistics (ED), & Quality Information Partners, I. (QIP). (2019).
Education Statistics.
Ningsih, S. R., Effendi, Z. M., & Syah, N. (2019). Implementation of Cooperative Learning Model
org.oclc.fullsail.edu/10.3991/ijet.v14i18.10752
Wallace, A., & Panteli, N. (2018). Bringing relevance to eLearning - a gender perspective. Studies
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