Tom is a participant at Generation. He enjoys learning new concepts and ideas but he struggles to complete all his classwork and other program responsibilities. His internet connection at home is not strong and sometimes he misses part of his instructor’s explanations. Tom does little to solve his technical difficulties since he isn’t a network expert. Instead of following-up with his instructor to solve his questions, he tries to do what we can with what he knows. As a result, he hasn’t been able to contribute very much to his course project.   After graduating from the program, Tom gets a job in a fintech company. He enjoys solving problems and spends his time experimenting. Tom was assigned a time-sensitive problem to resolve for an app update due at the end of the week. He spent some time figuring out the problem but with the deadline approaching he became stressed. Tom felt that no matter what he tried, he was unable to think of a solution to the problem. With each passing day, he was getting nervous. Finally, the due date arrived and Tom wasn’t able to complete the task. He told his manager it was a very hard task and he was given very little time and support to complete the task accurately.

Tom is writing an autobiography detailing his life experiences and personal journey. Which pattern of development is he employing to narrate his story?

A student decides to pursue career as a network engineer and considering this takes admission in a reputed college. The professor gave him the task to design a lab which does not suffer from the network delays and this will be considered as a term paper work. Select the best option based on above statement

Thomas is considering his company's most critical needs and challenges in the future and his own strengths and interests. Tomas is most likely in the process of:Question 4AnswerA.evaluating the marketability of his skills in a global settingB.laying the groundwork for a mentoring programC.establishing a management development program.D.linking his needs to the firm's needs.

Alan November and Student OwnershipMuch of our work this semester has been around exploring technology tools and creating professional development that will help teachers design engaging, student-centered activities. In the following video, Alan November discusses student ownership of learning and the shift in instructional design required by student access to technology and the Internet. As you view the video, consider his comments in relation to how you think about designing tech-supported activities in your classroom.After viewing the video, consider the implications of November's comments for our work this semester in designing learner-centered activities and the professional development around them that will be engaging, relevant, and valued by the student and teacher. Then, it is time to begin exploring the levels of Bloom's and specific technology tools that will be useful and engaging. Let's begin considering specific strategies and tools with more from Alan November with his article, "Students as Contributors: The Digital Learning Farm."Digital Bloom's Taxonomy: A Reexamination of Tools and EngagementIt is likely that you are somewhat familiar with the Digital Bloom’s Taxonomy.  In recent years, educators have attached additional contemporary technology learning tools to each Bloom’s level.  Indiana State University has produced a Digital Bloom’s Taxonomy pyramid with each level loaded with live links to tech tools and resources useful for that level. It is a great resource, so have fun exploring the resources.  While the lower levels are useful, be sure to give particular attention to the top three levels.Learn more about the Digital Bloom's Taxonomy idea (basically, applying the refreshed Bloom's Taxonomy in a digital world) from Common Sense Education.Digital Learning and Shifts in Learning - Activity 10Consider Alan November's ideas in relationship to the shifts in the assignment and learning activity design called for in our world of virtually ubiquitous access to information. Explore the "digitalness" of Bloom's Taxonomy with the sources mentioned in this module and beyond.Post an example of a currently used instructional strategy or lesson that does not consider that students can easily locate factual information. Discuss why your example is the "status quo" and not an example of November's ideas of assignment design. Title this section of your post Status Quo.Share your favorite strategy/resource from November's article. Include a short description, how you feel you could utilize the strategy/resource in your classroom or context, and how such an activity can engage students of all interests. Title this section of your post Digital Learning Farm.Consider the pyramid image and Common-Sense Education video then share a new resource or tool you discovered in the pyramid and a brief idea of how you may be able to incorporate the resource into your instruction. Title this section Digital Bloom's Taxonomy Pyramid.

"Tom has just joined the team and he is rather reserved. He focuses on his tasks and does not engage much in conversations. Other team members are not quite sure what to make of him. Everybody is polite, but it seems that some people are threatened by him."Explain the above situation in light of the Tuckman model. Advise on what the team leader should do in this situation to help the team dynamics.