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Course Outcomes, Assessments, and Activities

Course Outcomes, Assessments, and Activities. AGENDA. Outcomes:. Importance of defining/reviewing course outcomes and assessments Designing effective activities to achieve course outcomes

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Course Outcomes, Assessments, and Activities

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  1. Course Outcomes, Assessments, and Activities AGENDA

  2. 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

  3. 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

  4. Course Development Stages

  5. Stages • Clarifying Outcomes • Establishing Assessments • Design Supporting Activities

  6. Designing Effective Course Activities • Discussion (30%) • Collaborative Work (30%) • Individual Work (40%) Please refer to the handouts provided.

  7. 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.

  8. 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

  9. 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.

  10. 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

  11. Resources • http://trc.virginia.edu/Publications/Publications.htm • http://trc.virginia.edu/Publications/Teaching_Concerns/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.

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