Course Outcomes, Assessments, and Activities AGENDA.
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Transcript of Course Outcomes, Assessments, and Activities AGENDA.
Course Outcomes, Assessments, and Activities
AGENDA
Outcomes:
Importance of defining/reviewing course outcomes and assessments
Designing effective activities to achieve course outcomes
Discuss strategies for providing the proper 'scaffolding' for the students in completing activities on line
Introduction to activity templates to use in laying out course activities
Course Development Guidelines
Build the instructor’s presence and personality Build up user confidence with technology Provide a clear set of learning activities Build on personal and Professional experience of
participants Relate content to real situations using case studies,
simulations, and other elements Build in collaboration and facilitated team projects
Course Development Stages
Stages
Clarifying Outcomes Establishing Assessments Design Supporting Activities
Designing Effective Course Activities
Discussion (30%)
Collaborative Work (30%)
Individual Work (40%)
Please refer to the handouts provided.
Evaluation Rubric
Desired Characteristics– Format is User Friendly
Clear Scope, easy to understand and use, includes appropriate, clearly labeled links
– Format is Aesthetically Courteous Graphics are quickly downloaded and relevant, text is
easy to read. Background is subdued and coordinated with text colors
and graphics.
Evaluation Rubric
Format is Aesthetically appealing– Attractive and creative use of graphics and colors.
Content is Credible– Information is accurate, complete, and
maintained.
Content is Useful– Content is meaningful, and/or timeless
Evaluation Rubric
Content is Rich– Information is rich and likely to be revisited.
Content is Interdisciplinary– Integrates several content areas or disciplines.
Learner Process Includes Higher-order Thinking– Challenges learners to think, reflect, discuss,
hypothesize, compare, classify, etc.
Evaluation Rubric
Learner Process is Engaging– Process engages the learner
Learner Process engages Multiple Intelligences or Talents(languages, math, intrapersonal, interpersonal,
spatial, musical, physical)– Effectively integrates a least 3 intelligences or
talents. Taken from Pacific Bell’s Knowledge Network Explorer
Resources
http://trc.virginia.edu/Publications/Publications.htm http://trc.virginia.edu/Publications/Teaching_Concern
s/TC_Topic.htm http://www.iste.org/ http://www.uwex.edu/disted/home.html http://www.csusm.edu/ilast/
Please feel free to add links that you have found helpful in course development.