home

__Introduction/Biography:__ Master Sergeant Hildie Frazer, U.S. Air Force retired, instructed over 1,000 students in-flight, simulator, and classroom training while on active duty. She flew on the AWACS (Airborne Warning and Control Center) as a Senior Surveillance Technician and the KC-135 as a Boom Operator. Writing her masters thesis on modern résumés and job interview skills, she discovered the key to software used for résumé screening. Hildie enjoys sharing her knowledge and instructional skill in résumé writing and job interviewing to assist her North Idaho College students in landing the job they want.

__Identification of an appropriate Instructional Model:__



Problem-based Learning (PBL) is a constructivist approach to learning that challenges students to learn through engagement in a real problem. This is an ideal learning model to teach students how to get a job because it is a real life problem that they will encounter. Problem-based learning is student-centered, and the teacher becomes a facilitator in the learning process. PBL makes an essential shift from a focus on teaching to a focus on learning. The PBL process uses the power of bona fide problem solving to engage students and enhance their learning and incentive to succeed. For example: students will be motivated to learn how to write a resume, cover letter, and to learn job interview skills because it is a real situation they want to succeed at. There are some unique aspects that define the PBL approach:  Problem-based Learning is a six step process. However, steps two through five my happen simultaneously as new information becomes available and redefines the problem. Additionally, step six may occur more than once: **1. ** Present the problem statement. Introduce an " ill-structured " problem or scenario to students. They should not have enough prior knowledge to solve the problem. This simply means they will have to gather necessary information or learn new concepts, principles, or skills as they engage in the problem-solving process.
 * Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns.
 * In a PBL course, students and the instructor become colearners, coplanners, coproducers, and coevaluators as they design, implement, and continually refine their curricula.
 * The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on.
 * PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for life-long learning.
 * 2 **. List what is known. Student groups list what they know about the scenario. This information is kept under the heading: "What do we know?" This may include data from the situation as well as information based on prior knowledge.
 * 3 **. Develop a problem statement. A problem statement should come from the students' analysis of what they know. The problem statement will probably have to be refined as new information is discovered and brought to bear on the situation. Typical problem statements may be based on discrepant events, incongruities, anomalies, or stated needs of a client.
 * 4 **<span style="color: black; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman';">. List what is needed. Presented with a problem, students will need to find information to fill in missing gaps. A second list is prepared under the heading: "What do we need to know?" These questions will guide searches that may take place on-line, in the library, and in other out-of-class searches.
 * <span style="color: black; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman';">5 **<span style="color: black; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman';">. List possible actions, recommendations, solutions, or hypotheses. Under the heading: "What should we do?" students list actions to be taken (e.g., questioning an expert), and formulate and test tentative hypotheses.
 * <span style="color: black; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman';">6 **<span style="color: black; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman';">. Present and support the solution. As part of closure, teachers may require students to communicate, orally and/or in writing, their findings and recommendations. The product should include the problem statement, questions, data gathered, analysis of data, and support for solutions or recommendations based on the data analysis.

<span style="color: black; font-family: Times New Roman; msobidifontfamily: 'Times New Roman'; msobidifontsize: 12.0pt; msofareastfontfamily: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman';">References: <span style="font-size: 11pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN;">Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? //Educational Psychology Review, 16//(3), 235-266. <span style="color: black; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 11pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN;">Hmelo-Silver, C. E. & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. //Interdisciplinary Journal of Problem-based Learning,// 1. 21-39.

__<span style="font-size: 110%; font-family: 'Times New Roman', Times, serif;">Lasswell's Model for analyzing media: <span style="color: black; font-family: Times New Roman; msobidifontfamily: 'Times New Roman'; msobidifontsize: 12.0pt; msofareastfontfamily: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman';"> __ <span style="line-height: 115%; font-family: Times New Roman; msobidifontfamily: 'Times New Roman'; msobidifontsize: 12.0pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">

<span style="font-size: 110%; font-family: 'Times New Roman', Times, serif; msoansilanguage: ENmsoansilanguage;"> The American political scientist Harold D. Lasswell (1902-1978) was an American political scientist who is known chiefly for his studies of political terminology, his application of psychology to politics, and his attempt to construct a system of politics modeled on theories of the natural sciences. He is also known for his comments on communications. He believed that different types of media had different types of effects because of the varied distribution and readership. Harold Lasswell developed a model that is useful to analyze most media such as magazines, websites, news, advertising, radio, and television: <span style="font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-ansi-language: EN; msoansilanguage: EN; msolist: Ignore;">·  Who says: identify sender of message <span style="font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-ansi-language: EN; msoansilanguage: EN; msolist: Ignore;">·  What: content, message itself, the meaning <span style="font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-ansi-language: EN; msoansilanguage: EN; msolist: Ignore;">·  To whom: intended/targeted audience, age, gender, class etc. <span style="font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-ansi-language: EN; msoansilanguage: EN; msolist: Ignore;">·  In what way: style, language, image, sound, color, pacing etc. <span style="font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-ansi-language: EN; msoansilanguage: EN; msolist: Ignore;">·  With what effect? outcome, impact, infuence Reference: Mcquail, Denis (2000) //McQuails's Mass Communication Theory// (fourth edition), Sage, London, pp. 16-34.

=Welcome to Your New Wiki!=

Getting Started

 * Click on the edit button above to put your own content on this page.
 * To invite new members, click on **Manage Wiki** and **Invite People**.
 * To change your wiki's colors or theme, click on **Manage Wiki** and **Look and Feel**.
 * To set who can view and edit your wiki, click on **Manage Wiki** and **Permissions**.

Need Help?

 * Click on the help link above to learn more about how to use your wiki.