MES 034 Solved Assignment 2021-22 , MES 034 Solved Assignment 2021-22 , MES 034 Assignment 2022 , FREE MES 034 Assignment , IGNOU Assignments 2021-22- Gandhi National Open University had recently uploaded the assignments of this session for MASTER OF ARTS (EDUCATION) for the year 2021-22. Students are recommended to download their Assignments from this webpage itself. They don’t need to go anywhere else when everything regarding the Assignments are available during this text only.
MES 034 Solved Assignment 2021-22 : for college kids – MES 034 : DESIGNING COURSEWARE Solved Assignment 2021-22 , Students are advised that after successfully downloading their Assignments, you’ll find each and every course assignments of your downloaded. Candidates got to create separate assignment for the IGNOU Master Course, so as that it’s easy for Evaluators to ascertain your assignments.
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MES 034 Solved Assignment 2021-22
Assignment: 01
a) Describe the systems approach to courseware development. (500 words)
Developing effective WWW courseware requires employing a systems approach and integrating instructional design principles. The systems approach provides the developer a framework to style the educational material. Incorporating instructional design principles insures that the courseware is developed with the learner/viewer in mind. This interactive session addresses critical WWW courseware development issues Additionally, participants will have the chance to guage courseware that during a add progress.
Courseware development for the WWW are often effectively designed employing a systems approach also as integrating appropriate instructional design principles. A systems approach provides the course developer with a framework to make instructional material. Inputs, outputs, and feedback are three important systems development components. Inputs for developing courseware may include conceptual ideas, past course evaluations, syllabi and therefore the like. Outputs can include courseware designed as tutorial, formal instruction, or a general informational piece. samples of outputs may vary from an easy review of basic math skills to entire semester taught on the online . Feedback offers developers many advantages. for instance , feedback from pilot studies can help the developer modify and improve the courseware before full implementation. Additionally, assessment can assist the developer to make sure educational objectives are met. Overall feedback can save time and money during the event process. Feedback could also be either formative or summative (Dick & Carey, 1996). Formative evaluation is typically conducted while the courseware is being developed. Summative evaluations are conducted after the fabric is implemented. employing a systems approach provides the online developer with an orderly framework to develop course material for the WWW. employing a systems approach isn’t enough to successfully develop WWW courseware. To further enhance effectively designed WWW courseware, developers should keep instructional design principles in mind.
Using learner-centered instructional design principles to develop WWW courseware increase it effectiveness of the fabric presented. Gagnes Nine Events of Instruction and Kellers ARCS provide crucial design elements. Gagnes Events include: (1) gaining attention, (2) informing the learner of the target , (3) stimulating recall of prerequisite learning, (4) presenting stimulus material, providing learner guidance, (5) eliciting performance, (6) assess performance, (7) enhancing retention and transfer, (8) stimulus change and (9) appealing to the learners interest (Gagne, Briggs, & Wagner, 1992). Utilizing these concepts can help the developer design the foremost effective courseware possible. almost like Gagnes Nine Events, the ARCS model focuses on the learners; those that view the courseware. If the courseware gains and holds the viewers attention, then there’s a greater probability that the WWW courseware are going to be comprehended. The ARCS Model, attention, relevance, and satisfaction, should help the developer design courseware that motivates the learner.
The learning phase of the project consisted of a series of open seminars for interested faculty. Seminar participants enjoyed the chance to urge familiar with consultants, share ideas and initiate an enquiry of the pertinent literature. Phase one, during the spring and summer 1968 terms, represented the work phase of the project. Team members used this era to place together the components of the systems approach in their instructional area. They worked with material experts, librarians, programing; consultants, students, and every other as they engineered an individual; systems approach for one college course. During the spring semester; each team member was assigned to show one section of the course he was; programing so on provide opportunity to undertake his new strategies and to stay his approach anchored to reality. The work phase required that team members be released from 80% of their class assignments so on complete the program development. The initial steps in developing a systems approach for every team member were:
1. To firm an instructional strategy.
2. to determine self-goals for orderly programing of the approach.
3. to pick methods designed to extract evaluative data for every step of the programing process.
Phase two, the demonstration phase, during the 1968-69 school year , represented the part of the project. During this phase, the associates applied a tailored systems approach to instruction to at least one course with real college students. Phase two offered the chance for visiting professionals to watch the systems approach and for the course engineer to utilize evaluation feedback to enhance the on-going program.
Phase three, during the summer 1969 term, was envisioned because the evaluation phase of the project. This phase was perhaps the foremost important phase with reference to the project’s impact on the tutorial community. The project director specified a critical appraisal of all aspects of the developmental and demonstration phases, and therefore the synthesis of a serious publication reporting the project results.
b) Discuss the ways to effectively control the production of media courseware. (500 words)
c) Develop a short script for a video programme for a topic you would like to teach (500 words)
IGNOU MES 034 Solved Assignment 2021-22 : Gandhi National Open University had recently updated this session of 2021-22 MASTER OF ARTS (EDUCATION) assignments on their official university website. we’ve made your work easy by making the solved assignments directly on one portal so as that students can easily get the solved assignments in one go. Students are advised to download their MASTER OF ARTS (EDUCATION) IGNOU Assignments from this webpage itself with none hassle.
GUIDELINES FOR MES 034 Solved Assignment:-
You will find it useful to keep the following points in mind:
1. Planning: Read the questions carefully. Go through the units on which they are based. Make some points regarding each question and then rearrange these in a logical order. And please write the answers in your own words. Do not reproduce passages from the units.
2. Organisation: Be a little more selective and analytic before drawing up a rough outline of your answer. In an essay-type question, give adequate attention to your introduction and conclusion. The introduction must offer your brief interpretation of the question and how you propose to develop it. The conclusion must summarise your response to the question. In the course of your answer, you may like to make references to other texts or critics as this will add some depth to your analysis.
Please ensure the following before submitting your assignment :
1. Your enrolment number, name and address have been written correctly.
2. The title of the course and assignment number has been written clearly.
3. Each assignment on each course has been written on separate sheets and pinned properly.
4. All the questions in a particular section should be answered before attempting the next
section.
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