NSG 534 University of Phoenix Week 2 Domains of Learning Proposal NSG/534: Facilitating Engaged Learning(June2020) Wk 2 – Domains of Learning Wk 2 – Domai

NSG 534 University of Phoenix Week 2 Domains of Learning Proposal NSG/534: Facilitating Engaged Learning(June2020)

Wk 2 – Domains of Learning
Wk 2 – Domains of Learning

Assignment Content
Organizing curriculum is an important first step toward creating engaging learner-centered environment. Considering teaching styles of faculty, learning styles of students, and the knowledge, skills, and abilities that students are looking for is crucial to organizing a well-thought-out program. Developing courses that are leveled throughout the program helps ensure students are learning at a rigorous, but feasible, pace.
Research the domains of learning, as well as active and passive learning.
Consider this scenario: Now that you have provided information to faculty about the learning theory and instructional design model for your program in Wk 1, you are getting ready to create an original course.
With your learning theory and instructional design model in mind, create an original course syllabus template for a 1-credit-hour (for-credit) or 10-continuing education-units (non-credit, CEU), providing segments for:
Program level or type
Course prefix and number that aligns with your organization’s program/course taxonomy, and course title
Course description
Course objectives
Materials and resources
Section or unit topics
Activities
Assignments, grading rubrics, and due dates
Commentary and notes for faculty

Write a proposal for your course, where you consider the cognitive, psychomotor, and affective domains of learning and experiences. Indicate how the course aligns to your learning theory and instructional design model:
Determine the subject or concept, level, and type of nursing course you wish to create.
Will the course use one or more domains?
Will the course be at the associate’s, bachelor’s, master’s, doctoral, or continuing education/professional development level?
Will students need any prior knowledge, co-requisite, or pre-requisite before enrolling in the course?
Provide your rationale for your choices.
Evaluate activity and assignment types.
Are the activities and assignments student-centered and do they provide learning opportunities for any learning style?
Will the activities and assignments work in any modality?
Are the activities and assignments appropriate for the teaching styles of faculty?
Do the activities and assignments meet the objectives set by accrediting standards?
Evaluate instructional materials and resources for value and appropriateness.
Which types of materials and resources would you need to procure?
Would you need to work with a subject matter expert and/or an instructional designer to evaluate materials and resources best suited for the course?
What is the cost to the organization and students for the materials and resources you plan to use?
Will you need to work with another department to produce the materials and resources you need?

Cite and reference sources.