How do instructional designers and professional educators incorporate methods in courses that promote equilibration? 

Graduate Programs Discussion Boards

Discussion Boards (DB) are a key component of online learning. They foster active participation of learners and dialog with fellow learners and instructors. Graduate-level courses require learners to create original posts to course DBs and to engage in dialogue by responding to posts created by others throughout the course. Original posts and responses should be substantive, and if references are made to the works of others, APA guidelines for in-text citations and references apply.

Minimum Weekly DB Expectations

• Post an original and thoughtful Main Post to the DB prompt.
• Respond to at least 2 other posts from learners and/or the instructor (Response Posts).
• The first contribution (Main Post or Response Post) must be posted before midnight (Central time) on Friday of each week.
• Two additional responses are required after Friday of each week.
• For DB assignment prompts with a Part One and Part Two, Part One should be addressed in the first week of the unit with a Main Post and minimum of 2 Response Posts, and Part Two should be addressed in the second week of the unit with a Main Post and a minimum of 2 Response Posts.

More on DBs

At the end of each unit, DB participation is assessed based on level of engagement and the quality of the contribution to the discussion. DBs allow learners to learn through sharing ideas and experiences as they relate to course content. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB are accepted after the end of the unit. Learners must demonstrate an appropriate depth of understanding of course content to receive credit for having submitted substantive posts. Typically, this is achieved with 3–4 strong paragraphs for Main Posts and 5–7 strong paragraphs for Response Posts.

Assignment Specifics

Part One

Discuss the following:

• What can cause instability and dissonance in human behavior?
• How do disturbances in equilibrium generate opportunities for learning?
• How do you reconcile the idea that constructivism results in a subjective reality when most teachers and trainers are charged with delivery of fixed, prescribed information and ideas?
• Can both approaches be accomplished in a class? Explain your reasoning.

Part Two

Discuss the following:

• Do you think that professional educators and instructional designers should generate discomfort in young students, encouraging the process that Piaget called equilibration?
• How do instructional designers and professional educators incorporate methods in courses that promote equilibration?
• How do professional educators and instructional designers help young students achieve accommodation?
• How do you think that this idea relates to adult learning theory, as stated by Malcolm Knowles in the principles of andragogy?

For assistance with your assignment, please use your text, Web resources, and all course materials.