Developing Authentic Learning Activities for Introduction to Information Technology

For an “Introduction to Information Technology” (IT) Course, developing real-world learning experiences demands a practical approach and relevant skills. This is critical in enabling learners to transfer knowledge beyond theory, thereby improving their competence and developing confidence: Developing Authentic Learning Activities for Introduction to Information Technology.

Learning Objectives of the Unit

The objectives of the course unit will include:

1. Objective 1: Describe the fundamentals and associated terms within the scope of information systems.
2. Objective 2: Use the designated common hardware and software tools proficiently.
3. Objective 3: Describe the functions of IT in today’s workplaces and its applications across different sectors.
4. Objective 4: Formulate adequate solutions to real-life problems in information technology.
5. Objective 5: Analyze and account for IT innovations and their influence on society and business.

All activities in this course will take into account these objectives because of their importance to the learners and future training with a focus towards practice and adult self-directed learning strategies.

Activity 1: Virtual IT Environment Setup

Scenario: Assume that you are a new IT professional with a position at a small- to medium-sized enterprise. Your job is to set up the office’s IT infrastructure, which includes configuring the networks, installing necessary software, and performing system security checks. Your goals should align with ensuring optimal efficiency, functionality, and adherence to industry standards.

Learning Objective Alignment: Objectives 2, 4, and 5 are met in this scenario as students immerse themselves with various software tools and hardware components in a simulated environment. They will be able to bring their theoretical knowledge into practical tasks and problem solving. The activity resonates with adult learners as it places them in a real-world context, bridging the gap between learning and future career opportunities (Merriam & Baumgartner, 2020).

Instructions for Facilitation:

1. Pre-activity Preparation: Confirm that every participant has access to virtual machines (VM) or sandboxes that do not interfere with actual office systems so an IT setup can be simulated without real-world ramifications.
2. Step 1 – Identifying Hardware Components: Distribute a comprehensive list of fundamental IT equipment (e.g. desktops, printers, routers, switches) to the students and have them explore each device’s role within an office’s IT infrastructure.
3. Step 2 – Installation of Office Software: Students will install, configure, and set up basic workplace email services, word processors, and spreadsheet applications. Additionally, students will configure network settings.
4. Step 3 – Network Security Configuration: Within this assignment, students will also set up firewalls and user identity verification processes as well as guard the network from external access.
5. Step 4 – Reflection: Have students document their setup process, noting any challenges faced and how they overcame them. This reflective practice promotes deeper learning and connects theory with practical experience (Grant, 2025).

Resources Needed: Virtual Machine software, network simulation tools, hardware specifications guide, cybersecurity manuals.

Activity 2: IT in the Workplace Research and Presentation

Scenario: You are tasked with presenting how a specific IT tool or system is used within a particular industry. For instance, how customer relationship management (CRM) software is used in the sales industry or how inventory management systems are applied in retail. Your presentation should explain the system’s benefits, challenges, and its impact on business productivity.

Learning Objective Alignment: This activity supports objectives 3, 4, and 5 by requiring students to research real-world applications of IT systems, analyze their impact, and demonstrate the connections between technology and industry practices. It also helps students develop communication skills, which are crucial in many workplace settings (Taylor & Marienau, 2016).

Instructions for Facilitation:

1. Pre-activity Preparation: Assign students a sector (e.g., healthcare, education, finance) and ask them to research a specific IT system used in that sector.
2. Step 1 – Research: Students should gather information on the selected IT system’s purpose, components, and usage in the workplace. They can use scholarly articles, industry reports, and case studies for reference.
3. Step 2 – Presentation Preparation: Students will prepare a presentation using PowerPoint or similar software and explain how the IT system operates within the workplace, accurately demonstrating its real-world applications. Ideally, these presentations should be five to ten minutes long.
4. Step 3 – Peer Feedback: Students will provide feedback on the clarity and effectiveness of the information presented and share their evaluations. In addition to collaborative learning, this encourages critical reflection.
5. Step 4 – Reflection: As a summarization of the activity, students must reflect upon the reviews they have received and how these learnings can be implemented in their day-to-day activities.

Resources Needed: Articles from online databases, presentation software, internet access for research, peer review feedback rubric, and online scholarly databases.

Activity 3: Collaborative Problem-Solving Discussion

Scenario: There has been a security breach in the company’s internal network, and as a result, sensitive information pertaining to employees has been leaked. As an IT specialist, you have to evaluate the problem with the help of your coworkers by determining what made the breach, fixing it, and preventing future occurrences. It is a collaborative problem solving experience that hinges on communication, teamwork, and high level thinking.

Learning Objective Alignment: This activity addresses objectives 1, 4, and 5, focusing on applying IT skills to authentic challenges. It seeks to motivate adult learners to foster essential problem solving and collaboration competencies needed in the workplace (Bowling & Henschke, 2023).

Instructions for Facilitation:

1. Pre-activity Preparation: Develop a basic case of a security breach in a given company, including a concise summary of the problem and the system logs. Form groups for the class.
2. Step 1 – Problem Examination: Every group will look through the logs of data breaches and assess what might have caused the compromise. Human factors such as organizational negligence alongside technical issues (software, security, and networking) must be considered.
3. Step 2 – Development of Solutions: All teams will come up with a complete plan that fixes all aspects on the outline of the data breach sequentially by focusing on patching gaps in the system, adding additional network security, and informing all relevant stakeholders.
4. Step 3 – Prevention Strategy: After fixing the immediate problems, all the teams will focus on life-long changes to systems which include but are not limited to training the employees to ensure they understand common cybersecurity threats, and enhancing the monitoring capabilities of the system.
5. Step 4 – Group Assessment and Self Assessment: All teams will collect their materials and rationale and report to the class, where a group discussion will follow every presentation, motivating everyone to speak and think about how they would respond to the concerns posed in a professional work setting.

Resources Needed: Document outlining network security breach scenario, team collaboration documents, online collaboration software (Google docs), and research security software tools.

Activity 4: IT Ethics Debate

Scenario: In your capacity as an IT professional, you also have to look at the ethics of the particular area you are working on. You form part of a debate team arguing on the ethics of using personal information by companies for advertisement and marketing purposes. The debate will include looking at both sides of the problem paying attention to privacy regulations, corporate responsibility, and the rights of the consumers.

Learning Objectives Outcome: This activity is aimed at helping students to appreciate the impact of information technology on society, that is objective 5. It involves students in relevant contemporary ethical issues in information technology. It also develops critical thinking and communication skills (Fenwick & Tennant, 2020).

Instructions for Facilitation:

1. Pre-activity Preparation – Give students reading material on IT ethics, privacy issues, and targeted advertising, and divide the readings between students to prepare both sides of the debate.
2. Step 1 – Research and Preparation: Each student must gather enough arguments and examples that strengthen their case in the debate. They should think about the Facebook-Cambridge Analytica case, among others.
3. Step 2 – Formal Debate: All students will take part in a structured formal debate where each team takes turns presenting its arguments, followed by rebuttals and counterarguments.
4. Step 3 – Reflection: Following the debate, students are expected to compose a reflective essay on the ethical matters in question, analyzing their position on information technology (IT) professionals’ roles and duties within that framework.

Resources Needed: IT ethics documents, guidelines for conducting debates, and articles pertaining to privacy legislation.

Conclusion

The activities in the paper offer students a chance to integrate learned concepts with practical experience. Not only do the activities described support the course objectives, but they also motivate students to gather appropriate materials while abiding by principles of andragogy, thus providing a framework for developing both technical and higher-order thinking skills. This comprehensive framework fosters the acquisition of knowledge in information technology and its implications within the workplace and society. The incorporation of authentic contexts along with cooperative and active learning, equips students with skills to tackle the realities of their future careers.

References

Bowling, J., & Henschke, J. A. (2023). Pedagogy and andragogy: Intersection for learning. In The handbook of adult and continuing education (pp. 158-167). Routledge.

Fenwick, T., & Tennant, M. (2020). Understanding adult learners. In Dimensions of adult learning (pp. 55-73). Routledge.

Grant, K. A. (2025). Experiential learning. Practical Applications of Experiential and Community-Engaged Learning Methods in Business: High-Impact Teaching Practices in Business Education, Volume 1, 91.

Merriam, S. B., & Baumgartner, L. M. (2020). Learning in adulthood: A comprehensive guide. John Wiley & Sons.

Taylor, K., & Marienau, C. (2016). Facilitating learning with the adult brain in mind: A conceptual and practical guide. John Wiley & Sons.

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The purpose of this assignment is to demonstrate that you can select appropriate activities for the course you are creating. You will submit your learning units, with all the applicable sections that you have developed so far, along with your learning activities and resources.

Instructions
Create an authentic learning experience.

• Develop a real-life scenario for your students to do so they can relate this to their employment.

Align learning activities to the stated learning objectives.

• Learning activities are elements of a course that learners will complete that support the objectives of the unit and the unit assessments. Learning activities can take the form of discussion questions, papers, or detailed hands-on tasks, among other things.

Choose resources that support the successful completion of learning activities.

• Your learning resources are the tools you will need as an instructor to facilitate learning, as well as things your students will need to successfully complete the learning activities. Common instructor resources include a computer, audio-visual equipment, and a training environment. Common learner resources include textbooks, articles, computer hardware, and software.
• Your learning activities should map directly to the stated learning objectives. They should also align with the adult learning principles you have learned about in the previous units as much as possible. In your final paper that must accompany the final version of your course, you will need to provide an analysis of the activities you have selected, and that analysis should explain how your chosen learning activities are supported by learning theory and adult learning principles.
  

  Developing Authentic Learning Activities for Introduction to Information Technology

Provide instructions for the facilitation and completion of learning activities.

• The purpose of this assignment is to demonstrate that you can select appropriate activities for your course. So, for the purposes of this deliverable, describe the activity. You need to write all the instructions that might go along with each activity.