Information Technology Reference
In-Depth Information
1.
Module assessments should be comprised of the same type and level
of assessment as the sub-assessments.
2.
When application (or performance) assessment is required, examples
and practice items must be presented and feedback provided before
the application assessment is administered.
4.
Determining the sequence:
a.
Organize the content logically, and make functional decisions about the
curricular structure.
b.
Course information should include an explanation of course organization
that
presents a clear and simple organization of the course objectives and required
activities that accompany each objective.
c.
A matrix should visually display the modular breakdown of the course material,
required readings, activities, assessments, and due dates.
d.
Each module should follow the sequence based on the key knowledge areas
and skills requirements.
5.
Defining the learners:
a.
Consider the learners' characteristics, such as their goals, abilities, extra-
academic responsibilities, etc.
b.
Create effective learning environments for all students by using emerging
knowledge.
c.
Identify instructional resources.
d.
The chosen delivery method (i.e., course management system) should be
tested and found reliable for system use.
e.
Determine if college facilities, equipment, and staff are sufficient to support the
delivery of the course.
f.
Make sure sufficient funding is available to fund and maintain the delivery of
the course.
g.
Make sure that delivery of the course fits within the college system time
constraints (for example, college calendar and semester structure).
h.
Demand for course management by the college should be minimal.
i.
Identify instructional processes.
j.
Choose activities, strategies, and instructional modalities.
k.
Provide the instructional model
l.
Coordinate all modules with the instructors to define the instructional pro-
cesses.
m.
Modules should not be chosen that appear to duplicate the subject matter
studied in other modules.
6.
Determining assessment and evaluation techniques:
a.
Identify learning outcomes assessment methods (if not determined in #1).
b.
Measure the degree to which students have achieved learning outcomes. In
this stage, this can determine the students' ability to take certain modules.
c.
Define the pre-assessment.
d.
Determine the number of credits that may be taken as optional modules at each
level.
