PSYC 3170 CSULB Guided Imagery and Progressive Muscle Relaxation in Group Psychotherapy Paper Please adjust the paper to take into account these comments:

PSYC 3170 CSULB Guided Imagery and Progressive Muscle Relaxation in Group Psychotherapy Paper Please adjust the paper to take into account these comments:

There is no executive summary, which was requested as part of the assignment. You should also consider separating analysis/findings from recommendations so that the various elements of your report are more clearly identifiable, as suggested by the assignment document.

This is the prompt (please keep in mind the paper is completed so not much has to be changed, just the comments stated above):

For the second major assignment, we will continue the exploration of remote teaching, based on what you’ve learned through your own experience, through your analysis of journals, through your reading of other people’s key theme documents in peer review, and through your discussion with classmates. The first document you wrote was a discussion of themes that you found in your analysis of the journal materials. The second document, for this assignment, is a report to the university on the experience of remote teaching, with a set of recommendations for both technological and policy solutions that you think the university should implement to smooth remote teaching in the future. As throughout this class, you should imagine that you have been recruited as an organizational IT consultant, using your knowledge of organizational practice, gleaned from the lessons of this class, to provide a service to your client, UC Irvine.

As with Assignment 1, we’ll do this in stages — first, a drafting stage; then a peer review stage; and then a revision stage. Weeks 7 and 8 will be the drafting stage; peer review will happen during week 9; and you’ll have week 10 to revise based on feedback. (These reports are longer, so you’ll have just one other report to review in the peer review stage.)

The analysis that you provided in the prior assignment forms the basis for this one. It is fine to reuse and restate that analysis, although you should revise it in light of the shift of audience (from me, to the university administration). Your document should comprise the following elements:

Executive summary (a one-page summary of your findings and recommendations).
Statement of the context and an explanation of the data sources that you are using.
Analysis of the data.
Specific recommendations for the university to implement.

Items (3) and (4) should be the bulk of the report. It should be written in a formal tone. The projected document length is 3500-4500 words.

For this part of the assignment, 2.1, you should generate a first draft of this document for peer review. That is due on Sunday May 24th. As with the first writing assignment, that’s a strict deadline, since the peer review process will begin automatically once the due date passes. Also like the first writing assignment, this draft won’t be graded.

More guidance about the paper:

The paper is already completed so these are just so you understand the specific layout of the assignment

First, I had noted that you didn’t need to bother explaining to me in the first assignment that we were engaged in remote teaching and what I’d asked you to write about. (Some of you did anyway, which is fine.) This time, though, since you are writing for a different audience, you will need to explain a little more about the context in which you’re writing (ie, that you’ve been asked to make recommendations for learning and teaching in the face of remote operations) and what material you’re drawing on (journals, your own experiences, other things, as applicable).

Second, the recommendations that you offer are going to drive things. Your report is building towards a series of recommendations you make about how to address the organizational challenges of remote teaching and learning. So when I’m asking you to discuss your data and analysis, it would be sensible to focus these on things that lead towards or justify the specific recommendations that you are going to offer.

Third, although I was asking you to focus on discourse models in the first assignment, that’s not a consideration here. I’m going to guess that the Vice Chancellor isn’t terribly interested in those. So you do not have to present your recommendations in terms of discourse analysis. (Maybe the discourse analysis you’ve done offers particular insight that you want to share; that’s fine, of course. But it’s not required.) I’m guessing that this will make this assignment easier; you’re not being graded on the specific mode of analysis that you adopted.

Fourth, the tone should be formal, communicative, and practical.

Although I’m asking you to imagine that the report would be forwarded to the Vice Chancellor, you should couch your recommendations and comments in the third person (ie, say “the university should…” rather than “you should…”).

In the first assignment, because you were doing a discourse analysis, I asked you to work specifically with the journal entries that were assigned. You can certainly use those again, although you can also draw on other data sources, including your own experience. We all know much more about remote teaching than we did at the start of the course — and you guys know more about it than I do because you’ve been experiencing even more of it than I have! So feel free to draw on those experiences too, and on what you’ve heard from your colleagues. In particular, you have been in multiple classes and so I imagine that you can compare experiences of classes taught in different ways, classes with different kinds of content, and so on. You can certainly make use of that.

It’s fine to reuse ideas from the first assignment. You don’t need a whole new set of ideas (although your own thinking might have evolved). But even if you are going to explore some of the same themes, you probably can’t just cut-and-paste from the old document, because the frame, the tone, and the focus will be different now.

I’m asking you to write an executive summary. It’s fine that it repeats material from elsewhere in the document; in fact, I’d expect it to. (It’s a summary, after all. Although it goes at the start of the document, I recommend that you write it last. When I say it should be a page, I mean, no more than a page.

I don’t have strong preferences about format. If you’re looking for guidance, I’m expecting probably a single-spaced document with ~1 inch margins and ~11pt text. I’ve given you a word count range rather than a page range so that it’s format-independent.

——–I HAVE ATTACHED THE COMPLETED ASSIGNMENT TO THIS POST, PLEASE JUST ADJUST IT TO TAKE INTO ACCOUNT THE COMMENTS I PROVIDED IN THE “Please adjust the paper to take into account these comments:” SECTION ABOVE—————

ALSO PLEASE MAKE SURE THE DOCUMENT IS NOT ABOVE THE 4500 WORD COUNT LENGTH AFTER THE CHANGES 1
Assignment 2.1
Remote learning is something that a learning institution or players in the education sector
should be able to switch on and off to depending on the prevailing conditions. Nevertheless, the
effectiveness of being able to transition to remote learning is subject to some factors. It depends
on factors such as the level of preparedness, technological equipment, and the general student
supporting structural architecture. Again, it needs to be understood that remote learning is
distinctively different from the commonly known virtual learning that, in essence, have officially
proceeded with the establishment of a learning institution via implementing an online program
and putting in place a structural system that supports students considered part of the school. In
this regard, e-learning makes use of electronic resources to access educational programs outside
the commonly known traditional learning environments.
When comparing remote learning and virtual learning, the students and their instructors,
in the former case, the instructor and the student are not always familiar with distance during the
learning process. In this regard, this can prove to be significantly challenging to both the
instructor and the student, and this can only be addressed through specially designed support
systems. Thus, proper and clear definitions of these components earlier enough would address
the issues of distractions that characterize learning in times of crisis. Remote teaching is
synonymous with the use of e-learning techniques because both require internet connectivity to
connect the students to the instructors. However, remote teaching requires best practices such as
using clear and precise assignment guidelines and instructions, effectively using online
resources, and providing frequent feedback on the progress of the lesson and course content.
As earlier described, Remote learning offers an opportunity for both teachers and
students to remain linked and engaged in with the curriculum content while operating from the
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vicinities of their homes. Cases of remote learning are always aligned to issues of emergency
that, in one way or another, poses a threat to the safety of students and, by extension, their
teachers. In this regard, shifting to remote learning experiences will keep learners on the right
track and reduces work overload. As a result, this report looks at the insight of remote learning,
structural and technical elements considered necessary to make it a success, and highlights
resources that should be employed for the client UCI, other schools, and institutions of higher
learning. This can be achieved through a careful selection of lesson design, technology, lesson
setting, and timing of the lessons.
As human activities are negatively impacted by the COVID-19 pandemic, millions of
students around the world are faced with real problems when it comes to having their normal
classes. In this regard, the students’ population that is likely to experience disruptions in their
daily education undertakings is high (Hodges et al., 2020). Sadly, the timing with which the
current pandemic hit the US is something that not only caused regrettable experience but also
provides all stakeholders in the education fraternity with s lesson that there is need to get back to
the drawing board and come up with policies and technical expertise to address the disruption
now and in future. Progressively, the crisis hit when students were on the verge of assessments as
they approached their spring breaks, which implies that stakeholders will have to develop
strategies on how to ensure students take their exams. The data used to file this report were
obtained from the systematic review of various journals on the experience, encounter, and
concerns of students about the need to change their learning mode to adjust to the pandemic
Many students at have never had to deal with this full quarter remote learning transition;
as a result, students are uncertain about what to expect. This experience is new to both the
students and the staff; therefore, students expressed uncertainty and anxiety about what could
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happen to their grades, which causes them to feel anxious. The students felt the change in the
mode of learning is very suddenly because they have never experienced such changes and thus
need to adjust to this new system and lifestyle. Students claim they are not used to this idea of
staying at home, not having human interaction, and the change causes them to take school
interactions for granted. Some students reported a loss of discipline and started feeling the need
to make changes to their schedule so that they can cope with this change.
A concern many students portrayed in their journals was the concern of adjustment. The
concern of adjusting is raised in response to the major changes that have taken place due to this
large scale pandemic. Students have to adjust to every major and minor change that has
happened due to this pandemic. Some students face difficulties to keep up with the different
platforms of communication due to the virtual learning change; students are trying to adjust to
this change by frequently checking their communication platforms. Many students admitted to
using the Gmail search bar to keep track of class updates which has enabled them to adjust
change and have started to form a habit of just searching for the classes by using the Gmail
search bar to filter all the emails for the specific class they search for during this quarantine
lifestyle and online experience so that they get used to a new normal.
Many reported feeling uneventful, and they are still trying to adjust to this new system
due to the shift to the online learning system, which requires them to pay attention to course
deadlines and also regularly checking their emails for announcements least they miss out on
assignments and instructions. Some students also admitted that remote teaching would allow
them to be more successful than others throughout the quarter is time management. These
students note that remote teaching will help them to manage their time and stick to deadlines,
thereby having a more organized and successful quarter.
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Others mentioned that due to the anger and frustration from the lack of social distancing
among students, they were happy with the shift to the online learning system is flexibility.
Although students cited flexibility as one of the benefits of remote learning, they also noted that
it saves them the agony of driving to school. However, they also have to deal with
procrastination. The flexibility enables them to watch lectures do homework when they want to
because they can customize needs to suit their convenience. Despite the fact that it enables
students to organize their work, concerns on whether they could finish all classes with a good
result remains a key issue for them.
Based on these experiences of students, it is evident that the nature in which remote
learning is structurally designed will have a direct bearing on whether it will be successful to
both the learner and the instructor. The research conducted by Benneworth, et al., (2017)
revealed that in most cases, people switch on to remote learning during desperate moments when
teachers and students cannot have their lessons in their traditional classrooms. Thus, to ensure
remote learning is effective, there is a need to put in place a properly defined structure so that it
can assist a properly designed instruction outline. As a result, the most important components of
remote learning incorporate time, technology, communication, and the design of the lesson. The
elements of remote learning are listed below.
According to the study conducted by Pollard (2018) timing of remote learning is one of
the most important considerations that schools need to make since it outlines the expectations
and guidelines for both the learners and their teachers, especially in terms of what time to begin
school day as well as the duration that it will take. In this regard, the first assignment, instructors
are tasked with coming up with a clear definition as to what time they would avail themselves to
students. These interaction hours must be promptly, properly, and adequately communicated so
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that learners are made well aware as to what time the instructor will be available to assist with
their problems. Occasionally, instructors may prefer connecting in real-time with a learner or
group of learners. Such connections can be initiated through the use of videoconferencing, by
phone, or via chat. This can be made easier through applications such as FaceTime, Skype,
Whatsapp, Google Hangout, and Microsoft Zoom.
Cuervov & Acquaro, (2018) also note that learners should be provided with clear and
timely instructions as to how much time they will need to do their assignments or any other
undertaking highlighted in the lessons. The instructions should include if it is important that
students continuously check into the system to see if there is any update. These findings were
emphasized by the study conducted by Disbray (2016), which noted that the office hour concept
should be applied to enable learners to simultaneously communicate during the chat session, as
this will provide a good platform for increased touch points involving the instructor and students.
While beginning the design of a remote learning platform, communication is another
important element that should be clearly defined. According to Krumsvik et al. (2019), it is
important that learners are well aware of how and when they will communicate with their
instructor. This basically should look at what application or channel communication is suitable
for the chat sessions, whether the communication should take place specifically on the
designated learning platform. Again, there needs to be a clear definition when it comes to back
up to the remote learning platform, and this should highlight what and how exactly to
communicate if the platform has hitches. This implies that each factor mentioned above should
be addressed at the beginning of the design process.
Additionally, the study by Humphries & Schools (2016) notes that the outline should
highlight how and the frequency with which the instructor should reach out to their students. For
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instance, from the traditional classroom perspective, there is always a time limit for handing in
assignments; the same should apply and should be communicated to the students in this remote
learning atmosphere. Šimandl & Vaníček (2017) further note that instructors should be provided
with an adequate amount of time to mark the assignments and give grades, and this should be
based on the length, quantity, and complexity of the assignments. Another important aspect, in
this case, is when the instructor gives grades. In this case, it needs to be understood that upon
receiving the grades, students may not be necessarily better placed to immediately seek
clarification on the same as a result of distance. It is, therefore, important that while giving out
these grades, the instructor adequately gives complement them with comments and notes that are
ideally more detailed than those given in class. This is because, in the event, the student is
provided with sufficient feedback during the grading process, they will feel better about the task
and, by extension, increase their confidence in completing future tasks.
The study by Mulberry (2019) argues that technology is at the core of the remote learning
process. However, this element can be of varied forms, especially under desperate circumstances.
In this regard, some schools may allow learners to carry certain devices to their homes, and this
would provide them with a better opportunity to learn from home. Conversely, certain learning
institutions either do not have or face a shortage of devices to give students to carry home for
purposes of learning, and this implies that such students have to find ways on their own or
through parents to own the gadgets. This may make technology-based learning difficult,
especially for the vulnerable group of students.
The above findings are emphasized by Ilyas & Liu (2019), who note that institutions and
stakeholders that in their traditional learning schedules do not engage students in either remote
virtual or remote learning need should offer students with alternatives on how they can have
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received and sent back their assignments. For instance, one technology that has been tested and
proven for quite some time now is the use of paper. In this case, there can be ways through
which assignments packed materials can be sent to students with an envelope that is stamped and
has the address on it, on where the assignment is to be returned, which can be school, location of
the instructor or any other designated place. This can enable school activities to proceed even
during difficult times.
Schools must provide learners with very clear and elaborate information on ways online
platforms can be accessed remotely during times of crisis. Mulberry (2019) argues that this is
especially so because, in most cases, learners, instructors, and parents may not perfect
themselves with the technical abilities to use such platforms until crises hit. The study by Ilyas &
Liu (2019) notes that another important aspect of technology as one of the important elements in
remote learning is that institutions should ensure they put in place technical support. This should
not be left in the hands of teachers who will be keen on giving students the content of the
program. This implies that there should be an IT or the like expert who will monitor the system’s
performance to ensure it is working effectively and efficiently. Again, all stakeholders, in this
case, instructors, learners, parents technical support teams, need to be provided with clear
information on how to troubleshoot minor issues as well as contact information to reach out to
the technical team in case of any difficulties.
Humphries & Schools (2016) note that lesson design is one of the most important and
complex parts of the remote learning process. It is understood that the complexity with which
one is faced to design lessons for purposes of remote learning is relatively difficult than doing
those of traditional classroom learning process. In this regard, remote learning lessons should be
more detailed because in traditional classrooms where the instructor can read the mood of the
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class and determine if learners understand the content or not, thus making necessary adjustments.
It is not the same case when interacting with students remotely. In the remote learning case, the
instructor musty always has an assumption that learners will not be able to understand the
content of the lesson and address this by including extended content as well as additional
materials that will enhance the process of understanding what is being presented.
The study by Disbray (2016) notes that the remote lesson should incorporate some
components such as lesson settings, which outlines the context of the lesson to be presented and
aligns it to lessons that were previously taken and those to be taken in the future. This component
will provide the student with the content of what lies ahead and the reasons as to why they will
be doing so. Cuervo & Acquaro (2018) notes that there must be a definition of lesson objectives
to outline in the remote platform should be similar to those students are used to in the traditional
learning environments. However, these can be omitted in the lesson, but it is recommended that
what is supposed to be undertaken and the outcomes are written in bold. For instance, when
presenting a task to students that would need their in-depth understanding concerning the topic of
the question.
According to Pollard (2018), the remote learning components that need to be included in the
lesson are an assessment of their current understanding. In this regard, the instructor should come
up with a checklist that would enable students to’ carry out self-assessments of their knowledge
on the topic. This would play a very critical role as it would enable them to highlight areas of the
content they feel challenging as they continue with the lesson. Benneworth, e al., (2017) further
lists content Introduction as a key element of lesson design to incorporate the use of techniques
such as the use of videos that give the details of what lies ahead of them. In this regard, the
instructor must communicate by outlining the video title and the page to extract it. This should
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be followed by informing the students to watch the video while preparing to interact with the
instructor at a specified time and specified platform through which interactions will happen, for
instance, watch the video on entrepreneurship found on pp234 in the text provided. Then log
onto Skype at 0200 HOURS for the presentation from the teacher on the topic.
Hodges et al., (2020) also note that the lesson design must incorporate assignment of
application activity to enable the instructor to come up with an outline of the plan to address the
topic in question. Again, there should be clear communication on where this content is to be
found through may be providing a link that would enable students to extract it. Further, 555 notes
that there must be an evaluation of mastery to enable students to complete some given task on
the topic of question through the use of their devices. This would enable the instructor determine
whether the students could grasp the content of the topic or not, it is at this point that the
instructor may decide on whether to give additional reading materials or give out tasks in the
form of assignments that test on the insight understanding of the topic in question.
The above example is just but a suggestion of how a lesson design can be remotely done.
It is important to note that instructors have spent an adequate amount of their time coming up
with traditional lessons. However, the time has come when they have to transition these formats
into remote ones. In this regard, as an expert in IT, this purpose could be served by providing the
team of instructors and management of UCI with a simple PowerPoint presentation template to
help them in the modification of the traditional lesson plans to remote platforms.
According to Pollard (2018), the transition process should be simplified for both the
instructor and the learners. Objectives should be highlighted in a language that is accessible and
consistent with the provided text as well as materials of reference. Besides, this should clearly
outline the amount of time to be spent on the activity. Again, time taken by a student to complete
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a specific lesson will not be the same subject to the grade level of the learner, subject of
discussion, and by extension, the instructor. Additionally, tasks and assignments need to be
presented, complemented with a sample of what is expected so that learners are well equipped
with what is required of them in terms of how their final submission should look like. In this
regard, instructors should ensure learners are provided with a rubric of how the grading and other
requirements will be evaluated. Further, the lesson should be terminated with reflective questions
that will enable a reflection of the experience from students, besides offering important feedback
on how the design of the lesson can be improved.
To ensure the remote learning process, learners and their instructors must be provided
internet services, gadgets such as a computer or a tablet, technical support team, and digital skills
training to make these resources useful. As a result, some programs that can help connect the
sector’s players include community hotspots (Pollard, 2018). In this regard, companies providing
internet services should provide access to the community, and in this case, students and teachers
of diverse backgr…
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