elearning Course Design Kit

Transcription

1 elearning Course Design Kit This course design kit has been adapted with written consent from the Learning & Teaching Centre, British Columbia Institute of Technology. Permission was granted (May 13 th 2011) but it is also licensed under the Creative Commons.

2 Course Instruction Mode Definitions Instructional Modes PS Code Instructional Mode Definition Face- to- Face P Course meets face- to face. Syllabus/grades may be posted online. Web- Assisted PW Course meets face- to- face. Syllabus/grades may be posted online. Some course materials/activities are online and require active student access. Hybrid with Asynchronous Component HA Course uses both face- to- face and asynchronous instruction and meets face- to- face for approximately 25%- 75% of the course contact hours prescribed by the course type and units. Hybrid with Synchronous Component HS Course uses both face- to- face and synchronous instruction and meets face- to- face for approximately 25%- 75% of the course contact hours prescribed by the course type and units. Asynchronous Local AL Course instruction is delivered in an asynchronous instruction mode. Face- to- face meetings at specified days/times may be required for orientation and/or evaluation of student learning. Synchronous Local SL Course instruction is delivered in a synchronous instruction mode. Face- to- face meetings at specified days/times may be required for orientation and/or evaluation of student learning. Fully Asynchronous A Course instruction is delivered in an asynchronous instruction mode. Students do not need to be on campus for any element of the course. Electronic meetings at specified days/times may be required for orientation and/or evaluation of student learning. Fully Synchronous S Course instruction is delivered in a synchronous instruction mode. Students do not need to be on campus for any element of the course. NOTE: Asynchronous instruction is defined as instruction offered via web technology, CD- ROM, or placed on student- accessible PCs, available at time/location of students choice, subject to restrictions set by instructor. Synchronous instruction is defined as instruction offered via closed circuit to a second classroom, or live remote broadcast via public airwaves, web chat room, or web- based streaming video to PCs available at specific days/times.

3 User Friendly Definitions Instructional Modes Students need to be able to visit campus? Students Access to Technology? Instructional Mode Definition Face- to- Face Yes No Course meets face- to face for all of the class meetings. Students may need to go on the computer to read the syllabus or to see their grades. Web- Assisted Yes Time/Location is may be fixed or flexible Course meets face- to face for most to all of the class meetings. Students may need to go on the computer to read the syllabus or see their grades. In addition, students may need to get on a computer to access course materials or participate in some class activities. Hybrid with Asynchronous Component Hybrid with Synchronous Component Yes Yes Time/Location is flexible Time and/or location is fixed Asynchronous Local Yes Time/Location is flexible Course uses some face- to- face instruction for between 25% and 75% of the class meetings. Course also uses an electronic delivery that can be completed at the time/location of the student s choice subject to restrictions set up by the instructor. Course uses some face- to- face instruction for between 25% and 75% of the class meetings. Course also uses an electronic delivery that must be completed at specified days/times. All course instruction uses an electronic delivery that can be accessed at the time/location of the student s choice subject to restrictions set up by the instructor. Students may need to come to campus at specified days/times for orientation and examinations, presentations, etc. Synchronous Local Yes Time is fixed Course instruction uses an electronic delivery that must be accessed at specific days/times. Students may need to come to campus at specified days/times for orientation and examinations, presentations, etc. Fully Asynchronous No Time/Location is flexible All course instruction uses an electronic delivery that can be accessed at the time/location of the student s choice subject to restrictions set up by the instructor. Students do not need to be on campus for any element of course. Fully Synchronous No Time is fixed Course instruction uses an electronic delivery that must be accessed at specific days/times. Students do not need to be on campus for any element of course. NOTE: Asynchronous instruction is defined as instruction offered via web technology, CD- ROM, or placed on student- accessible PCs, available at time/location of students choice, subject to restrictions set by instructor. Synchronous instruction is defined as instruction offered via closed circuit to a second classroom, or live remote broadcast via public airwaves, web chat room, or web- based streaming video to PCs available at specific days/times

4 Syllabus Template Course Number and Title Quarter Delivery Method/ Class hours and location Professor s or Instructor s name Telephone: Office Hours: Technical Requirements: Disclaimer: Some tools/technologies may have different technical requirements that will be discussed with you as you continue through the course. If you need assistance determining if your system meets the following technical requirements or ever encounter any technical problems during this course, please contact the Helpdesk at or Studio 6 at Active Bronco account High-speed Internet connection Hardware o PC/Mac (For the purpose of this course, we do not recommend the use of mobile devices to access the course) Computer must be capable of running Adobe Flash, Acrobat reader and Java Monitor/Display must have a resolution of 1024x768 o Speakers or Headset/Headphones Software o Adobe Flash Player (Download it at: o Adobe Acrobat Reader (Download it at o Java (Download it at: o Silverlight (Download it at: o Internet Browsers (Be sure to enable cookies, javascript and java in the internet browser) PC: Firefox (Download it at: Internet Explorer (Download it at: Google Chrome Mac: Firefox (Download it at: Safari (Download it at: Google Chrome

5 Syllabus Template Required materials: Prerequisites: Course objectives: Learning outcomes: Determination of grades: Exams: How many, point distribution, make-up exam policy Other projects: What they are, point distribution Grading scale (EXAMPLE): There is a total of 400 points. A = ; B = ; c = ; D= ; below 240 is an F. Grading appeals: If students can appeal a grade in your class, have a process. EXAMPLE: You may appeal your grade on any written assignment or exam within one week of the time you are given your exam/assignment or it was available to you. All appeals must be in writing ( is ok) and include the reason for the appeal and any sources that support your appeal. The assignment or exam will be re-graded taking into consideration your appeal and returned to you. Extra Credit: If you plan to have extra credit available, you should add this to the syllabus. Course policies: Add any class policies such as deadline policies, cell-phone or laptop policies, attendance policies, etc. Participation: You should explain how participation is graded in the class if you plan to do so. EXAMPLE: It is expected that students will attend all classes and be prepared to discuss the subject matter assigned. Leaving early or coming in late will count as an absence. Participation includes attendance, assignments, and speaking in class during discussions. The problems assigned may be taken up on the date they are due. Participation is points.

6 Written Assignments: If you have written assignments, provide the requirements. EXAMPLE: All written assignments must be computer-generated (ie, typed) and have a cover sheet with your name, class time, and name of the assignment. Handwritten work or work without a cover sheet will not be graded or read. Work turned in late will be reduced by 5 points per day including weekends. Your assignment will be graded based on the appropriateness of your answer, following directions, grammar and spelling, and documentation. Provide the writing style you expect students to use. University Policies and Student Support The following website lists places to assist you academically: to your csupomona.edu address is the official method of communication to students. Please check your daily and do not let your get overloaded. Academic dishonesty is a serious offence and includes: o Plagiarism. Plagiarism is intentionally or knowingly presenting words, ideas, or work of others as one s own work. Plagiarism includes copying homework or any other work that is not one s own. It also includes using work completed in a previous class for credit in another class. o Cheating during exams. Using unauthorized cheat sheets, copying from another, looking at another person s exam, opening books, obtaining advance copies of exams, and having an exam re-graded after making changes. o Use of unauthorized study aids. Such as cell phones and any material prohibited by the instructor. Student Access: Cal Poly Pomona, as a learning-centered university, is committed to student success. Students with disabilities are encouraged to contact me privately or to visit the Disability Resource Center ( , Bldg 9, Rm 103) to coordinate course accommodations. Daily course schedule and assignments: Include a statement that the assignments are tentative, changes may occur, and it is the students responsibility to check for changes. Give the due dates for exams and other assignments such as papers or projects.

7 Course Plan Give the tentative dates for class work and topics and chapters to be covered with the homework. Course Name and Number Module Name and Number Learning Objective & Content Topic Learning Activities Resources Evaluation Method Tools & Technologies Ex. Related learning outcome from course outline and content topics to be covered for a given week Describes student learning activities (reading, case study, group project, peer assessment, essay, reflection paper, research report, etc.) Resources needed for each module. (textbook pages, handout, new content to be written, URL links, etc.) Identifies: types of written quizzes and tests, participation, self-tests, papers & percentage of total An instructional designer will provide you with tools and technologies appropriate for your learner outcomes 1 2

8 Module Outline Item Module Title Description Learning Objectives Learning Activities Additional Resources Description This is the main subject matter of the module One or two paragraphs giving an overview of the module and what is important about this module from a learner s point of view List the key things learners are expected to achieve by the end of this module List and instructions of the learner for describing what and how to work their way through the module s readings, discussion postings, assignments, tests, etc. Any other resources that explore the topics you have presented. It can be referred as Recommended Readings. It may include URL links, video clips, articles, etc.

9 Sample of an Effective Learning Module Module 6: Applied Principles of Hypodynamics Overview In this module, we will explore the concepts and principles of hypodynamics and apply the principles to several practical problems similar to those you may encounter in your work. Please pay special on the diagram in the Resources section. Learning Objectives On completion of this module, you will be able to: Apply Alexander s Law to a problem of bibliot design Use mescuration tables in the development of a custom- designed bibliot Calculate efficiencies from a client s point of view Calculate efficiencies from an operator s point of view Learning Activities 1. Read Textbook Chapter and Module 6, What is Hypodynamics [hotlinked] 2. View Video clip: Interview with a Bibliot User [hotlinked to streaming video] 3. Discuss Open the Discussion called Alexander s Law and post a brief description of how Alexander s Law may influence your choice of materials in preparing a bibliot for mescuration. Review and comment on at least two other postings in this discussion, noting why you support or disagree with the conclusions reached by your classmates. 4. Take a Quiz Go to Quiz Module 6 in the Quizzes and Exams navigation link. It is multiple choice worth 25 marks. You will have 30 minutes to complete and submit your quiz. 5. Complete an Assignment Go to Design and Submit in the Assignments navigation link. You are asked to design a more efficient bibliot and explain why the benefits of it compared to the standard model shown in Figure 14-7 of your text. Benefits should include efficiencies from both an operator s and a client s perspective. Full details of this assignment can be found in the Assignments navigation link.

10 Resources shows recent survey results from Canadian bibliot operators provides handy mescuration tables. You may want to bookmark it for future reference is a California government site that lists regulartions. I find this a particularly useful site to check every once in a while.

11 Create Your Own Module Module Number: Module Title (You can create your own module by replacing the instruction within the textbox. You may refer to the sample in the previous page for a reference.) Overview In this module, we will.. More overview is here. This is one or two paragraphs giving an overview of the module and what is important about this module from a learner s point of view. Learning Objectives On completion of this module, you will be able to: Learning Objective 1 Learning Objective 2 Learning Objective 3 Learning Objective 4 Learning Activities 1. Learning Activity 1 This is the instruction of what learning activity 1 and how to do learning activity 1. It may include any file attachment if it s a reading assignment or URL link to a video clip, etc. 2. Learning Activity 2 This is the instruction of what learning activity 2 and how to do learning activity 2. Resources

12 URL 1 (this is any other URL that explore the topics you have presented) URL 2 (this is any other URL that explore the topics you have presented) File 1 (this is any other reading file that explore the topics you have presented)

13 Summary of Learning Assignment Activities The matrix represents an overview of the scheduled assignments, grades and weights. Source Due Dates Post too.. Points % Weight of Assignment Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Module 7 Module 8 Module 9 Module 10 Finals Total 100%

14 Sample of an Learning Assessment Plan Module Topic/Learning Objective Module 1 Creating a web page Module 2 Analyze a photograph Module 3 Module 4 Module 5 Module 6 Module 7 Module 8 Module 9 Module 10 Final Exam Priority n(essential/importa nt/ Nice to know) Domain of Learning (Cognitive, Psychomotor, Affective) Assessment Technique Tools and Technologies E C Produce a webpage 17% N C Submit an analysis of a photograph Weighted Value of the total grade 5%