CBFS Introduction to E Commerce Zara Businesses Essay Essay- ZARA compnaey The aims of this assignment is to permit students to apply their learning compo

CBFS Introduction to E Commerce Zara Businesses Essay Essay- ZARA compnaey

The aims of this assignment is to permit students to apply their learning components from each chapter into one comprehensive case study from selected online shopping’s business and to integrate the practical, theoretical and reflective elements of the E-Business Module including the following components:

Overview about the company
E-Business Infrastructure
Digital Marketing practices
Customer relationship management
E-procurement
Supply chain management
Collaboration and performance with other companies

the assigment file attached w a eesay example file Zara company
Format and Deadline
The essay should be a single document of around 2000 words in length,
with ±10% of this limit being acceptable (plus a bibliography (Harvard
referencing), which is not included in the word count). The essay should be
uploaded, via Turnitin, by the deadline of 15th May 2020, ideally in PDF
format, though DOC is also acceptable. Please ensure you use your student
ID number as the file name for your assignment (e.g. ST06708).We very
strongly recommend that you do not leave the submission of your
assignment until the last minute, so that if you encounter any difficulties
submitting your assignment, you have time to resolve these before the
deadline.
ZARA
Assignment specification — Essay The aims of this assignment is to permit students to apply their
learning components from each chapter into one comprehensive
case study from selected online shopping’s business and to
integrate the practical, theoretical and reflective elements of the
E-Business Module including the following components:
•
•
•
•
•
•
•
Overview about the company
E-Business Infrastructure
Digital Marketing practices
Customer relationship management
E-procurement
Supply chain management
Collaboration and performance with other companies
1
Assignment Topic (E-Businesses):
Zara
Context:
Intro
Body paragraphs
Conclusion
Online references only
2
Does instructional design remain a relevant and useful framework for
designing learning technologies in the 21st century?
Introduction
A strong relationship exists between new technologies and the future of learning. In 21st century
education, learning technologies are playing a vital role in teaching and learning. Effective
frameworks are needed to introduce technology in such a way as to promote meaningful and active
learning. Instructional design (ID) is a systemic framework that applies processes with the aim of
causing learning to happen faster and more efficiently. There is considerable debate about the
nature and quality of ID frameworks, and over the relevance of using such frameworks to design
learning technologies in the 21st century.
This assignment seeks to answer the following question: Does instructional design remain a
relevant and useful framework for designing learning technologies in the 21st century?
Overview of Instructional design (ID)
ID is the process of assessing learning needs and then applying appropriate learning strategies to
meet them. In his article1 (What Everybody Ought to Know about Instructional Design), Tom
Kuhlmann stated, “Without instructional design, the learner might or might not get the information
they need. Because of instructional design, you can get the learners to cut through a lot of
extraneous information and get right to the important stuff”. The ID process relies on multiple
theoretical models. The ADDIE approach is the current standard for ID; although, there are other
ID models available for consideration, such as the Dick & Carey Model and the Jerrold Kemp
Instructional Design Model. However, these ID models originated from the ‘basic’ instructional
design pattern for ADDIE (Allen, 2007).
1
http://blogs.articulate.com/rapid-elearning/what-everybody-ought-to-know-about-instructionaldesign/?_ga=1.201143918.115844702.1460497318
1
In the case of traditional ID models, the aim of instruction is to transfer information and knowledge
to learners. The majority of these models were developed initially for a classroom setting in the
20th century (Yeaman ?1994). It is therefore of interest how well ID has adapted to the needs of
21st century learners and design technologies. In the literature to date, there has been little
discussion about the role of ID models in 21st century context. Most ID models are seen as limited
because they focus on the implementation process itself rather than the actual people involved in
the learning context. According to Nair (2014), “The approach provided by these ID models
towards pedagogy, structure of the knowledge domains are not flexible and adaptable”2. This
suggests a need for multiple ID models rather than adopt a standard approach.
Indubitably, technology is an important dimension of modern life, and one that has strongly
influenced education. An important technological development in the domain of education has
been the introduction of e-learning technology, which is underpinned by the concept of “anytime,
anywhere together”, and has the potential to restructure traditional ID models. However, in current
settings, it is apparent that there is a need to change traditional perceptions of the classroom setting
by refocusing on learning rather than the mode of instruction and knowledge delivery. Arthur C.
Clarke stated, “We need to educate our children for their future, not our past”3. In addition, people
need to attain higher order skills such as problem solving to succeed in the information age.
Therefore, there is a need to remodel and redesign how instruction is delivered to learners.
2
https://edtechreview.in/trends-insights/insights/1058-instructional-design-models-in-the-21st-century-a-review
3
http://etec511instructionaldesign.weebly.com/id-for-the-21st-century.html
2
Twenty first century learning skills:
Recent years have witnessed growing interest in designing alternative models to support active,
experiential and collaborative learning. A chief characteristic of 21st century learning is that it is
learner-centered, with the expectation that learners will participate actively in their education.
They produce and use their own ecological resources, without necessarily requiring the
intervention of a teacher or curriculum designer. Additionally, today’s learners must acquire 21st
century skills, such as:
1. Information and communication skills;
2. Thinking and problem solving skills; and
3. Interpersonal and self-directional skills.
To understand how to best prepare students to succeed in the 21st century there are several sources
of research to consult. For example, according to the Partnership for 21st Century Skills, the
following six elements of any learning programme are recommended as crucial (Partnership for
21st Century Skills 2008):
1) Emphasize core subjects;
2) Emphasize learning skills;
3) Use 21st century tools to develop learning skills;
4) Teach and learn in a 21st century context;
5) Teach and learn 21st century content; and
6) Use 21st century assessments that measure 21st century skills.
Therefore, ID models should be updated continually to keep pace with technological change,
especially as instructional approaches become increasingly learner centered.
3
Twenty first century learning technologies:
To understand the modern dependence of education on technological development and
communication technologies it is interesting to conduct a brief review of developments in the 21st
century. In the 21st century, a key technological development is unquestionably the internet; it has
the potential to support a restructuring of traditional models of instruction by offering new
communication opportunities. The notion of a digital revolution is understood to apply to personal
and mobile technologies and web 2.0 applications. These technologies have allowed people to
readily access, publish and generate content from anywhere at any time. 21st century learning
technologies (e.g. social media, augmented reality, video games and marker technology ‘magic
symbols’), have spread widely and rapidly, and there are now millions of active users worldwide.
It is clear that the future of learning will emerge from the affordances of both the virtual and the
real world.
Using 21st century technologies to augment the traditional learning environment is beneficial but
not necessarily the ultimate solution for 21st century learning. New Learning technologies are
currently used to:
?
Create learner-centered learning environment;
?
Provide new tools for learners; and
?
Enhance understanding.
In addition, they have the potential to empower learners to find information and connect with
others, to learn in many different ways.
When considering the future of learning, most now anticipate that it will rely at least in part on
new technologies, with the result that it will also be open, personal, social and augmented.
4
However, while new technology has influenced the learning process, how people learn has not
changed.
ID and technology
When associating ID and technology the aims is to take a systematic approach to designing
instructional programmes. According to Reiser and Dempsey (2007), “instructional design is a
systematic process that is employed to develop education and training programs in a consistent
and reliable fashion”. Prior to exploring the impact of ID on learning, we must review the nature
of learning experiences. These can be either formal or informal learning experiences, and informal
experiences do not require ID as they occur naturally. Formal learning (such as requiring
attendance on courses or at workshops) is structured, organized and intended to meet set learning
objectives. While informal learning takes place through relationships and conversation, it is not
structured and is not intended to pursue a set learning objective. Rather, it involves learning by
experience. According to Cross (2006), although informal learning is unofficial, technological
advances, especially instructional web 2.0 applications can assist it. Therefore, when designing
21st century learning technologies it is necessary to understand how the informal learning setting
functions as a basis for ID models in the technological domain. The main challenge for designers
is identify current and preferred informal learning activities as these can then assist learners
engaged in various learning tasks. Moreover, they need to identify teachers’ roles.
Using an ID framework to design new learning technologies is crucial. Such a framework can
assist in design of learning technologies such as instructional games and social media. It can also
establish how to measure learning outcomes.
5
Learning theories and ID
Learning theories are beneficial when making decisions about ID frameworks. Good design
decisions are based on well-constructed learning theories; however, ID does not always apply
learning theories. Most instructional designers search for an approach that works and use it.
Historically and traditionally, ID has been highly related to both cognitive and behaviorist theories.
Deviation from traditional forms of ID has been most evident applying constructivist (learning
theory) thinking to ID (Legault, 2016). According to Siemens (2005), an entirely new approach to
learning is needed as behaviorism, cognitivism, and constructivism theories are based on
assumption that learning occurs inside a person (Siemens, 2005), not acknowledging there is scope
for “learning that occurs outside of people (i.e. learning that is stored and manipulated by
technology)” (Siemens, 2005).
New learning technologies provide new opportunities for learning, communication and practice.
Thus, in the digital age, people have become accustomed to the reality that learning can happen at
anytime and anywhere. That is, “It does not happen because we decide to build a course.
6
It just happens. We learn all the time. We are continually learning as we take in information,
explore and solve problems, and interact with people” (Kuhlmann, T., 2007)4. We cannot turn the
ability to learn on and off and so we constantly learn when exposed to new information, whether
deliberately or not. Sustained use of digital media provides a constantly open portal to knowledge,
encouraging curriculum designers to integrate informal learning into formal contexts, supporting
the shift toward personalized learning (Wheeler, 2012).
From McLuhan’s perspective, as we embrace technology, our “central nervous system is
technologically extended to involve us in the whole of mankind and to incorporate the whole of
mankind in us” (McLuhan, 1964, p. 4). A learning theory for the digital age, referred to as
connectivism theory, encompasses the possibility of continual interaction with readily accessible
information as denoting a new model of learning. Proponents of connectivism theory assert that
new technologies help us to distribute knowledge more readily than ever (Wheeler, 2012),
allowing learners to develop their own personalized learning tools, environments, learning
networks and communities (Siemens, 2005).
Does ID remain a relevant and useful framework for designing learning technologies
in the 21st century?
The above discussion offers useful data to answer the key question asked in this assignment.
Although there is no right or wrong answer, in this section a case is offered and discussed from
several different perspectives. All the points in the above discussion can lead us to formulate a
reasonable conclusion.
4
http://blogs.articulate.com/rapid-elearning/e-learning-instructional-design101/?_ga=1.25131130.115844702.1460497318
7
First, we need to identify a standard ID model. The ADDIE Model is the current ID standard, and
has been used to develop multimedia content for many years. In addition, it offers a linear
approach, which works well with static content but may not be suitable for managing learnergenerated content. New frameworks have been proposed based on the notion of learner-generated
contexts, expanding on the notion of learner-generated content. With the internet and web 2.0
applications, learners can produce their own environments (Luckin, et al., 2011). Thus, new
learning technologies promote new avenues of communication between learners and foster
learning without employing systemic linear processes or preparing learning materials before
developing content. Therefore, the ADDIE model is limited in that “it assumes that you can know
all of the requirements before you develop the content” 5.
Designing learning technologies in the 21st century requires a reimagining of former ID models,
as these tools remain important for designing and organizing all the elements of a learning
environment in formal educational settings. Specifically, instructional designers need to revisit the
functionality of their ID model when learning technologies are integrated into the learning system.
Many ID models can be suggested to address the new dynamics of education. One of these models
is “Rapid Instructional Design”. Meier (2000) indicated it as, “a replacement for traditional models
of instructional design”. It is based on four phases, preparation, presentation, practice, and
performance (Meier, 2000). Proponents of this model state that it can match the dynamic and rapid
shifts in educational priorities and learning technology (Meier, 2000). The key point to note here,
is that ID plays a vital role when designing the whole instructional package, including learning
technologies.
5
http://www.instructionaldesign.org/models/addie_weaknesses.html
8
According to Andrew Yeaman (1994), although ID relies on a scientific and systematic paradigm,
postmodernists have also dealt with it as an artform. For example, Yeaman (1994, p 285-286)
outlined nine ideas for postmodern ID as follows:
1) Accept that there are several workable solutions to every design problem;
2) Expect that students or trainees will interpret instructions in different ways;
3) Examine and learn from instructions that fail as well as instructions that succeed;
4) Metaphors, symbols and models should be used cautiously;
5) Determine whether technological fixes have improved issues or created problems;
6) Avoid idealism, supposing that all students/trainees will have absolute correspondence in
their understanding – there is never a true meeting of the minds; and
7) Avoid authoritarian approaches – give some control to learners.
In short, ID is still useful framework for designing learning technologies in the 21st century.
According to (Karagiori and Symeou, 2005, p.17), “Instructional designers should be familiar with
the epistemological underpinnings of several theories and their consequences on the process of
instruction”. In addition, they need to know how to integrate learning theories and technologies
into Analysis, development and evaluation phases that are three major phases of instructional
design (Karagiorgi & Symeou, 2005).
.
9
Conclusion:
ID is still essential when developing instruction programmes and for helping teachers to teach.
Traditional ID models offer a useful starting point but have required significant adaptation in
recent years to develop curricular, and address how teachers teach and how learners are assessed.
In the digital age, ID is an essential tool when designing the virtual classroom, and new ID models
could help to remove barriers between educators and learners and open up learning like never
before.
In the 21st century, creating a learning environment requires a structure to lead learners to engage
with content, and to apply and develop knowledge. Many ID models are currently available, but
few adequately address the diverse delivery methods used today.
10
References
Allen, I., 2007. Weaknesses of the ADDIE Model. [Online]
Available at: http://www.instructionaldesign.org/models/addie_weaknesses.html
Cross, J., 2006. Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and
Performance. s.l.:John Wiley & Sons.
Karagiorgi, Y. & Symeou, L., 2005. Translating Constructivism into Instructional Design: Potential and
Limitations. Educational Technology & Society, 8(1), pp. 17-27.
Luckin, R. et al., 2011. Learner-Gererated Contexts: A Framework to support the effective use of
Technology for learning. In: Web 2.0 -Based E-Learning: Applying Social informatics for Tertiary
Teaching. New York: Information Science Reference, pp. 70-84.
McLuhan, M., 1964. Understanding Media.. London: McGraw Hill.
Meier, D., 2000. The Accelerated Learning Handbook. New York: McGraw-Hill.
Nair, U., 2014. http://udayrnair.weebly.com, s.l.: http://udayrnair.weebly.com.
Reiser, R. & Dempsey, J., 2007. Trends and Issues in Instructional Design. 2nd ed. Upper Saddle River, NJ:
Pearson Education, Inc.
Siemens, G., 2005. Connectivism:A Learning Theory for the Digital Age. s.l.:http://www.connectivism.ca/.
Wheeler, S., 2012. Theories for the digital age: Connectivism. s.l.:http://www.stevewheeler.co.uk/2012/10/theories-for-digital-age-connectivism.html.
Yeaman, A., 1994. Nine ideas for postmodern instructional design.. New York: Simon and Schuster
Macmillan.
11

Purchase answer to see full
attachment