Creating a Topic as a Learning Activity

Introduction to Topics as a Learning Activity

William Horton identifies a topic as a way to accomplish specific objectives. Horton also explains that topic learning is a low-level learning object in a course or knowledge product. A learning object, as defined in e-learning by Demitru states that it, "enriches a traditional teaching resource with computer services, enabling a certain degree of interactivity" (Demitru, P., 2005).

These types of learning objects help to motivate and increase student interest. According to Horton, topics consist of the following components: objective, title, introduction, test, activities, summary and links.  Furthermore, according to Newby, Stepich, Leham, Ottenbreit-Leftwichn & Russell, each of these components is important, but to know whether or not there is evidence of what learners know and can do their must also be an assessment or test.

Topics can vary in length. Topics can include text, graphics, voice, animation, video and more. William Horton, states that topics accomplish individual learning objectives. They may consist of a single page or many. They may center on a single activity or may span multiple complex activities (Horton, W., 2012).

They may mix text, graphics, voice, music, animation, and video. They may take minutes or hours to complete. But each topic accomplishes one learning objective and achieves it entirely. That’s what makes them issues. This chapter will show you how to design e-learning questions to achieve your learning objectives. (Horton, W., 2011)

In this assignment, I will demonstrate different ways to explain the concept of solving both the subtraction and addition two digit numbers. Learning is a valuable tool that we encounter in our lives, and we learn something new almost every day of our lives.  In this topic activity, I want the students to realize that there are different ways to learn things. All students learn differently and sometimes using different techniques allows the student to learn the material.

What do you know:

Over the course of the past three weeks, we have been learning about different numbers and how they can be added and subtracted from other numbers to create a new number.  We have learned about what an addition and subtraction sign looks like and what they are used for.  We also watched a video about the different words that we might see in an addition or subtraction number sentence (+, -, and =).

What do you want to know:

Teach the concept of subtraction and addition in different formulas where the student can understand the main notion of the two digit numbers.  We will do this by using some form of technology such as an IPAD or a computer. All students should have access to one or both of these devices where the students could use the different applications to download the information.  The use of technology will help students advance to the next level academically.

What are you trying to measure, determine, or define:

Students need to know what each number represents in a problem. By knowing what each number represents will allow the students to determine when they should add or subtract.

Teach students the regrouping method so that they know when to group and when not to group their problems. The students will see that by using the regrouping method, it will be much easier for them to determine the solution of a problem.

Teach the tens and one's value of the numbers where the students learn when to carry numbers in an addition problem. The students would know when he or she need to borrow, take or takeaway from a series in the subtraction process which is also call regrouping.

Will the learners be able to use the information they have learned so far and the information given to promote the use of addition and subtraction in real life situations?

How will you collect and record information:

A test will be administered to students on both subtraction and addition two-digit problems. After reviewing all the material the students should understand the material. There are different assignments to prepare the students on how to understand the concepts.  There are two tests; one is on subtraction, and the other one is also. These tests were designed base on the material that was taught to these students. After administering the test, each student should have some knowledge of the content that they’re being tested on.   There will be some students who are still having little problems with the material, but additional help will be given to them until.

How will you report the information you collect:

The teacher will keep a log of student’s responses and how they perform on the test and investigate if they understand the process of adding and subtracting numbers.

Are all interested groups included in planning and conducting the needs assessment:

The following teachers and staff will be incorporated in the planning and conducting of the needs assessment for the students:

• 1st First Grade Teachers
• Special Education teachers
• Para Educators

References:

Dumitru, P. (2015, June 20). Learning objects make learning easier.

Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley.

Zhu, D., Fukazawa, Y., Karapetsas, E., & Ota, J. (2014). Activity-based topic discovery. Web 

          Intelligence & Agent Systems, 12(2), 193-209. doi:10.3233/WIA-140292