WGU D292 Task 2: Storyboard | Latest 2025 Update with complete solutions.
Rebecca Rivera
Student ID 011253772
A: Contextual Information
Instructional Setting and Target Learners
The instructional setting is Golden Maple Middle School which includes 428 students in grades
6, 7, and 8. The target learners from the K-12 case study are Learner Group A. These 6th grade
students have been labeled as hands-on, technology-based students. They demonstrate a
preference for instructional settings that include opportunities to work with technology,
game-based activities, and hands-on experiences. The school was recently awarded a grant
targeting an increase in the use of e-learning to address learner’s instructional needs. Developing
a learning needs analysis ensures learners are the focus. How to conduct a learning needs
analysis: a step-by-step guide : HowNow. (n.d.). Www.gethownow.com.
https://www.gethownow.com/blog/how-to-conduct-a-learning-needs-analysis-a-step-by-step-gui
de
Learning Goal
Students will be able to apply feedback to improve writing performance, while also acquiring
strategies to maintain focus and engagement in traditional learning environments.
Learning Objective
Students will demonstrate their ability to effectively apply feedback to their writing assignments
and maintain focus and engagement during class by earning at least three virtual badges within a
grading period. These badges will be awarded based on a rubric that evaluates the successful
incorporation of specific feedback points, the quality of revisions made, and active participation
in class activities.
E-Learning Module
The first part of the one-hour e-learning module will include a slideshow where students are
given an opportunity to be introduced to the material, see examples, practice with basic examples
and share results with a partner, and then apply the skills to their work. There will be three levels
of badges that students can achieve, in addition to a badge recognizing their
engagement/participation in class:
● Level 1 Badge: Demonstrates basic application of feedback, with minor improvements in
writing.
● Level 2 Badge: Shows substantial improvement and integration of multiple feedback
points.
, ● Level 3 Badge: Exemplifies exceptional application of feedback, resulting in significantly
improved writing quality.
● Engagement Badge: Awarded for consistent active participation and maintaining focus
during class.
How Learning Occurs
Learners will learn the concepts and skills to achieve the learning objectives by interacting with
lessons that model proper feedback, how to use the rubric or checklist, and how to complete a
participation log. By earning these badges, students receive positive reinforcement for their
efforts, promoting continued improvement and engagement
Part 1: Refining an E-Learning Solution
B1: UDL Principles
Engagement ● Recruiting Interest: Students can choose which assignments to
revise and how to approach their badge-earning goals, allowing
for a sense of ownership and motivation. Using virtual badges
adds an element of gamification, making the learning process
more engaging and meaningful. Badges are aligned with specific,
observable goals that are relevant to the learners’ academic
success.
● Sustaining Effort and Persistence: Pairing students for peer review
sessions encourages social interaction and collaborative learning.
This also allows for peer support and feedback, enhancing
engagement and persistence.
● Self-Regulation: Providing a clear structure for earning badges
and a self-assessment checklist helps students track their progress,
set personal goals, and manage their learning independently.
Representation ● Perception: The e-learning module uses a mix of text, visuals, and
narratives to present information about applying feedback and
writing improvement. This accomodates different learning
preferences and helps students access the content.
● Language and Symbols: Detailed examples of applying feedback
are provided, demonstrating the process in a way that is easy to
understand and follow. Visual aids like diagrams and annotated
writing samples help clarify concepts.
● Comprehension: Interactive activities such as matching feedback
to improvements and editing text based on feedback allow
students to engage with the material in multiple ways, furthering
their comprehension.
Rebecca Rivera
Student ID 011253772
A: Contextual Information
Instructional Setting and Target Learners
The instructional setting is Golden Maple Middle School which includes 428 students in grades
6, 7, and 8. The target learners from the K-12 case study are Learner Group A. These 6th grade
students have been labeled as hands-on, technology-based students. They demonstrate a
preference for instructional settings that include opportunities to work with technology,
game-based activities, and hands-on experiences. The school was recently awarded a grant
targeting an increase in the use of e-learning to address learner’s instructional needs. Developing
a learning needs analysis ensures learners are the focus. How to conduct a learning needs
analysis: a step-by-step guide : HowNow. (n.d.). Www.gethownow.com.
https://www.gethownow.com/blog/how-to-conduct-a-learning-needs-analysis-a-step-by-step-gui
de
Learning Goal
Students will be able to apply feedback to improve writing performance, while also acquiring
strategies to maintain focus and engagement in traditional learning environments.
Learning Objective
Students will demonstrate their ability to effectively apply feedback to their writing assignments
and maintain focus and engagement during class by earning at least three virtual badges within a
grading period. These badges will be awarded based on a rubric that evaluates the successful
incorporation of specific feedback points, the quality of revisions made, and active participation
in class activities.
E-Learning Module
The first part of the one-hour e-learning module will include a slideshow where students are
given an opportunity to be introduced to the material, see examples, practice with basic examples
and share results with a partner, and then apply the skills to their work. There will be three levels
of badges that students can achieve, in addition to a badge recognizing their
engagement/participation in class:
● Level 1 Badge: Demonstrates basic application of feedback, with minor improvements in
writing.
● Level 2 Badge: Shows substantial improvement and integration of multiple feedback
points.
, ● Level 3 Badge: Exemplifies exceptional application of feedback, resulting in significantly
improved writing quality.
● Engagement Badge: Awarded for consistent active participation and maintaining focus
during class.
How Learning Occurs
Learners will learn the concepts and skills to achieve the learning objectives by interacting with
lessons that model proper feedback, how to use the rubric or checklist, and how to complete a
participation log. By earning these badges, students receive positive reinforcement for their
efforts, promoting continued improvement and engagement
Part 1: Refining an E-Learning Solution
B1: UDL Principles
Engagement ● Recruiting Interest: Students can choose which assignments to
revise and how to approach their badge-earning goals, allowing
for a sense of ownership and motivation. Using virtual badges
adds an element of gamification, making the learning process
more engaging and meaningful. Badges are aligned with specific,
observable goals that are relevant to the learners’ academic
success.
● Sustaining Effort and Persistence: Pairing students for peer review
sessions encourages social interaction and collaborative learning.
This also allows for peer support and feedback, enhancing
engagement and persistence.
● Self-Regulation: Providing a clear structure for earning badges
and a self-assessment checklist helps students track their progress,
set personal goals, and manage their learning independently.
Representation ● Perception: The e-learning module uses a mix of text, visuals, and
narratives to present information about applying feedback and
writing improvement. This accomodates different learning
preferences and helps students access the content.
● Language and Symbols: Detailed examples of applying feedback
are provided, demonstrating the process in a way that is easy to
understand and follow. Visual aids like diagrams and annotated
writing samples help clarify concepts.
● Comprehension: Interactive activities such as matching feedback
to improvements and editing text based on feedback allow
students to engage with the material in multiple ways, furthering
their comprehension.
