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Course Outcomes, Assessments, and Activities

This agenda focuses on the importance of defining course outcomes and assessments, designing effective activities, and providing proper scaffolding for students. Guidelines cover building instructor presence, leveraging technology, creating clear learning activities, and incorporating real-world scenarios. Development stages include clarifying outcomes, establishing assessments, and designing supporting activities. Evaluation rubrics assess format usability, aesthetic appeal, credibility, usefulness, richness of content, interdisciplinary integration, and engagement of higher-order thinking. Relevant resources for course development are also provided.

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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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