PRE-ASSESSMENT: LEARNING EXPERIENCE DESIGNFOUNDATIONS I (CTO2) (PADA) Status: Passed

PRE-ASSESSMENT: LEARNING EXPERIENCE DESIGN FOUNDATIONS I (CTO2) (PADA) Attempt #3 Status: Passed 1. What is the goal of conducting a needs analysis in instructional design? To assess whether a designer has the needed skills to design a course To evaluate whether a subject matter expert is qualiØed to develop content for the course To interpret student feedback about a course To understand the knowledge and skills that learners need to develop to reach instructional goals 2. What is a characteristic of instructional design? It is not used for e-learning experiences. It is a consultative process. It is a teacher-focused process. It is an unsystematic process. 3. What is a goal of instructional design? Solve problems related to marketing of a training Solve problems related to the learner experience Solve problems related to hiring the correct subject matter expert Solve problems related to technology integration 4. What is a characteristic of learning experience design? WGU KNOWLEDGE CENTER It requires emerging technology integration. It emphasizes the instructional delivery more than the learning process. It starts with the prototype development process. It helps users learn in a human-centered and goal-oriented way. 5. A designer is using the learning experience design process to design and develop a learning solution. The designer has launched the learning solution. What is the next step based on the learning experience design process? Develop prototypes of the learning solution Evaluate and revise the learning solution if needed Select instructional materials for the learning solution Write learning objectives for the learning solution 6. What is considered the last step of the learning experience design process? ANSWER Take a good idea and turn it into a concept design Evaluate and revise as needed Launch the learning solution Generate ideas for how to solve the problem 7. What deØnes human-centered design? The belief that it is important to limit the number of possible solutions to a problem so that the process is not overwhelming The belief that the key to a problem’s solution is a deep understanding of the individuals facing the problem The belief that arriving at a solution occurs when a design team votes to determine the best solution The belief that designers know what is best for the individuals they are designing for and that their expertise should be trusted to solve a problem 8. What is the goal of the implementation phase of human-centered learning design? To learn about the needs and goals of the stakeholders to produce something suitable To visualize multiple solutions to the identiØed need, discarding the bad and improving the good To provide an engaging experience that learners can relate to and that works for them To reÙect on beliefs and assumptions that may interfere with progress and working to correct them 9. Which question would be appropriate in guiding a designer during the implementation phase of the humancentered learning design process? How will I measure the success of my solution? What are the goals and desires of my target audience? How do I make sense of what I have learned about my audience? What feedback will help me improve my prototype? 10. A designer creates technical support documentation to ensure students are comfortable using the software in the course. Whichstep of ADDIE is this designer on? Analyze Design Develop Implement 11. A designer discusses with the design team that only multiple-choice questions should be used for a foundations course. Whichstep of ADDIE is this designer on? Analyze Design Develop Implement 12. A designer reviews feedback and data from learners who completed a course. Whichstep of ADDIE is this designer on? Analyze Develop Implement Evaluate 13. What is a key difference between the Successive Approximation Model (SAM) and the ADDIE approach? The SAM approach follows the Understanding by Design (UbD) approach, while the ADDIE approach does not. The SAM approach starts with the evaluation phase, while the ADDIE approach starts with the assessment of instructions. The SAM approach is a more iterative process than the ADDIE approach. The SAM approach takes more time to complete than the ADDIE approach. 14. What is a key difference between the Successive Approximation Model (SAM) and the Understanding by Design (UbD) approach? SAM requires each step to be completed before moving to subsequent steps, whereas the UbD approach does not. SAM uses feedback and repetitive prototype improvement to drive the process, whereas the UbD approach uses the desired learning outcomes. SAM does not require the analysis and evaluation phase, whereas the UbD approach does. SAM uses the ADDIE model as the foundation, whereas the UbD approach uses the software development model. 15. What is a key characteristic that distinguishes the Successive Approximation Model (SAM) from both ADDIE and the Understanding by Design (UbD) approach? Linear workÙow Backward design process Nonsystematic approach Constant iterative process 16. Which scenario demonstrates the identify desired results stage of Understanding by Design? The designer establishes instructional goals to clarify what students should understand and be able to do with what they learn. The designer creates the learning modules that students will work through to achieve long-term performance goals. The designer crafts performance assessments and objective assessments to capture student progress. The designer plans activities to engage students in the content and support them in achieving the learning outcomes. 17. A new teacher seeks advice from a more experienced educator about how to achieve the desired results from instruction. The experienced educator recommends the Understanding by Design (UbD) framework to the new teacher. What will the UbD framework help this new teacher do? Apply best practices for technology integration Teach and assess with a goal in mind Create individualized educational plans for learners Address deØciencies in personal teaching methods 18. An instructor has planned an instructional unit following the Understanding by Design framework and is ready to implement the plan. What is the primary role of this instructor during the implementation of this instructional unit? Identifying learning resources Deliver the textbook’s content to learners Expose learners to the most current technologies Facilitate learner understanding 19. A designer conducts a focus group with instructors who recently delivered a training to better understand the issues they encountered. After hearing their responses, the designer expresses appreciation to the instructors for their honesty and explains that other instructors have also experienced the same challenges. Which phase of theDesign Thinking Process is this designer in? Empathize DeØne Ideate Prototype 20. A designer interviews an instructor who just Ønished teaching a course. The instructor says that the course excited learners and that the provided resources assisted students in learning the required information. The designer says, “That’s wonderful!” and asks questions to further understand the successes of the course. Which phase of theDesign Thinking Process is this designer in? DeØne Ideate Empathize Prototype 21. A team of designers knows that a recent training received poor feedback in the past. After determining the underlaying issue, the team brainstorms ways to resolve the issue. Which phase of theDesign Thinking Process is this team of designers in? Empathize Ideate Prototype Test 22. A designer uses the Design Thinking Process to identify a problem and deØne users’ needs. Which phase of the ADDIE model does this step align with? Analyze Design Evaluate Implement 23. A designer conducts a focus group with potential learners and subject matter experts to review an e-learning product and provide feedback. Which step of ADDIE and stage of Design Thinking is this designer applying? The iterative design step of ADDIE and the deØne stage of Design Thinking The evaluate step of ADDIE and the test stage of Design Thinking The develop step of ADDIE and the empathize stage of Design Thinking The analyze step of ADDIE and the deØne stage of Design Thinking 24. Which step in the ADDIE process is similar to the ideate stage of the Design Thinking Process? Implement Design Develop Evaluate 25. Which grammar activity aligns with the behaviorist approach? Learners engage in peer editing and discuss suggested edits together. Learners edit sample sentences and then correct them using an answer key. Learners create instructional videos for their peers on an assigned grammar rule. Learners create a humorous image to illustrate the importance of a grammar rule. 26. A workplace training and development team is tasked with enhancing safety across the organization. Which approach for increasing safe behaviors in the workplace aligns with the behaviorist approach? Trainers conduct role-play training scenarios to prompt discussion and analysis of desirable and undesirable workplace decisions. Trainers use a checklist of safe practices for each job category to praise employees’ safe practices and give corrective feedback on unsafe practices. Trainers conduct focus groups with each job category to determine safety training needs and develop training sessions tailored to departmental needs. Trainers administer an anonymous safety survey to all employees for their perspective on current safety procedures and suggestions for improvements. 27. Which learning activity aligns with the cognitivist approach? Completing repeated drills and memorization of a topic ReÙecting on prior experiences with a topic Working as a group to create a mock podcast about a topic Collaborating to create a trivia game with questions speciØc to a topic 28. Which learning activity aligns with the cognitivist approach? Learners read a chapter of an assigned novel and discuss it with peers in an online forum. Learners compete in a team trivia game that is about a novel, the time period the novel was published in, and the author’s life. Learners work collaboratively to write a short play based on a chapter of a novel. Learners create a poster to visually organize information about a novel and how the novel relates to their prior life experiences. 29. How can a designer apply the principles of constructivism to develop a learning activity? Promote drill and practice learning activities Provide more instructional and learning resources for reviewing purposes Focus primarily on formal assessments Offer opportunities for student-to-student interaction and knowledge sharing 30. How can a designer apply the principles of constructivism to develop a learning activity? Use self-paced tutorials to offer more learning opportunities Promote real-world problems requiring learners to use their previous knowledge, experiences, and beliefs to build continuous learning Offer opportunities for learners to demonstrate their thinking processes and learning strategies Create a structured learning environment that focuses on passive learning 31. An online course instructor would like to enhance the current course design by incorporating elements of connectivism. What should the instructor add to the course to align with the connectivist approach? An email account where learners are asked to submit weekly reÙections for the instructor to read A blogging platform where learners post weekly and are encouraged to comment on others’ posts OfØce-hour appointments on a web conferencing platform for learners to ask the instructor questions and address concerns A learning management system portal where learners submit their work and review instructor feedback 32. What is the primary role of an instructor using a connectivist approach? To facilitate a learning environment and context that bring learners together To develop instructional activities conducive to reÙection and metacognition To guide students through multiple thought processes To direct learning as the subject matter expert in the instructional setting 33. An instructor wants to implement the mastery approach in their classroom. How should the instructor determine which students are experiencing a learning gap? Ask the students if they understand the content currently being covered Compare a student’s previous performance to that of their peers Call on students to answer a question verbally about a topic Have students take a quiz to see which questions they answer incorrectly 34. An instructor Ønds that learners are struggling with different topics of a unit of instruction and wants to better understand how the mastery approach could help the learners. What is a beneØt this instructor should see for the learners by implementing the mastery approach? Learners can work on a topic they are having difØculty with instead of moving forward with the next topic. Learners can select which topics they prefer to work on based on interest. Learners can determine which type of assessments are used to show mastery. Learners can compare their knowledge of a topic to how others are performing. 35. What makes competency-based education (CBE) different than traditional education? CBE can be delivered in only a face-to-face modality. CBE requires student-student interaction but not student-content interaction. CBE measures a learner’s mastery of learning rather than learning time. CBE focuses on the effectiveness of teaching strategies. 36. How is competency-based education different from traditional education? It provides a common learning schedule with standardized criteria for grading and course completion. It promotes a teacher-centered approach that constantly instructs students on how they can achieve the expected learning outcomes. It increases opportunities for choice and Ùexibility in how students learn. It emphasizes learning outcomes that support memorization and comprehension of content. 37. What is an effective strategy for teaching adult learners? Positively reinforcing the desired responses to provided stimuli to affect learner behaviors Leveraging learners’ life experiences to make connections and maximize learning outcomes Providing prescribed subject matter to address gaps in requisite skills needed to achieve the next level of mastery Maintaining a rigid schedule to support learners in staying on schedule and focused on learning 38. What is an approach an online instructor can take to encourage adult learner participation? Integrate a token economy system to provide extrinsic motivation Ensure tasks are content oriented instead of problem centered Offer choices in how learners can engage with course content Set goals and gradually release the responsibility to meet the goals to learners 39. A new instructor is seeking support from a designer on how to create an activity that will engage a young learner. Which instructional strategy should this instructor implement? Teaching the activity from start to Ønish in one sitting Teaching the activity through play Teaching the activity using abstract ideas Teaching the activity without the use of hands-on opportunities 40. An instructor asks young learners to write a story about what they think daily life will be like in 50 years. Why did the instructor use this task? Young learners are imaginative. Young learners focus on facts. Young learners are grounded in theory. Young learners work best in independent activities. 41. Which learning activity aligns with the remember level in Bloom’s taxonomy? Students translate a simple English conversation into Spanish. Students write a small role-play dialogue in Spanish. Students participate in a game to memorize new Spanish vocabulary. Students participate in a debate that requires them to speak in Spanish. 42. Which learning activity aligns with the evaluate level in Bloom’s taxonomy? Students discuss website components. Students assess whether their websites run properly. Students explain how a website works. Students build a website based on given information. 43. A learning activity provides an opportunity for learners to write reÙections about how the course content helps them learn more about themselves and others. Which aspect of learning from Fink’s taxonomy is demonstrated by this learning activity? Caring Learning how to learn Human dimension Foundational knowledge 44. Beginning medical students identify the equipment used during a standard health assessment. Which aspect of learning from Fink’s taxonomy is demonstrated by this learning activity? Caring Human dimension Foundational knowledge Learning how to learn 45. A learning activity begins with an instructor leading learners through an icebreaker activity. Which event from Gagne’s Nine Events of Instruction is being demonstrated? Provide learning guidance Elicit performance Gain attention of the students Assess performance 46. After learners Ønish reading an assigned chapter in an online textbook, they engage deeper with the content by using a variety of media resources included in the textbook. Which event from Gagne’s Nine Events of Instruction is being demonstrated? Inform students of the objectives Present the content Assess performance Provide feedback 47. A learning experience requires learners to complete basic algebra practice activities before watching video tutorials on advanced algebra concepts. Which of Merrill's First Principles of Instruction aligns with this learning activity? Problem-centered Integration Activation Demonstration 48. Learners are asked to review French vocabulary words they already know before learning a new set of more complex vocabulary words derived from that basic vocabulary. Which of Merrill's First Principles of Instruction aligns with this learning activity? Problem-centered Activation Integration Demonstration 49. Which teacher action demonstrates the “provide multiple means of action and expression” principle of Universal Design for Learning? Asking learners which type of rewards or recognition they prefer Involving learners in the design of classroom activities Offering choices to learners regarding how they want to demonstrate their learning Inquiring about students’ preference to learn through visual or auditory means 50. Which learning activity demonstrates the “provide multiple means of action and expression” principle of Universal Design for Learning? Students participate in the design of a personal narrative instructional unit so that the learning objectives are relevant and meaningful to them. A teacher segments personal narrative writing curriculum into smaller, attainable units. A teacher has students discuss their personal narrative brainstorms with peers to foster collaboration and sustain their interest. Students may write their personal narratives using a storyboard, comic strip, or video animation.