Information Technology Reference
In-Depth Information
i.
Assessment can be self-assessment.
ii.
Module assessments should be similar to the capstone assessments in
measuring mastery.
5.
Identify instructional resources:
a.
The college support staff can carry out and are willing to support delivery
methods used in the course.
b.
If a development team is utilized:
i.
The team should be able to develop for the methods as designed.
ii.
An instructional designer will oversee structure and design before content
is developed.
6.
Identifying instructional processes:
The instructional processes should be:
a.
Easy to locate — clear navigation to locate where the information to be followed
can be found.
b.
Clear — easy to comprehend (i.e., tone and vocabulary should be consistent).
c.
Emphasized — “need to know” ideas are emphasized, and “nice to know” are
minimized.
d.
Chunked — whole concepts should be broken down into subcomponents.
e.
Modeled — sample work should be provided to orient students to the central
aspects of the material, exercise, or assessment.
7.
Determining assessment and evaluation techniques:
The evaluation of the course is proportional to:
a.
Course importance — the extent of the evaluation should correspond to the
level of need for the course, the amount of development expense, the criticality
of the course outcomes, the degree of controversy of the content, and the size
of the student audience for this instruction.
b.
Resources from the program or college.
i.
The amount of the evaluation budget is sufficient for the proposed evaluation.
ii.
The qualifications of evaluation staff are adequate for conducting the pro-
posed evaluation.
ii.
A meaningful number of reviewers and students are available to participate in
the evaluation of the course.
A formative evaluation will be conducted to evaluate the course's effectiveness and
to influence immediate decisions about how it might be improved.
a.
During the first semester, the course is offered online; an evaluation of the
course will be conducted to determine which areas of the course are in need of
improvement:
i.
Effectiveness — the degree to which the course results in student
learning.
ii.
Efficiency — the degree to which the course increases the worth of the
degree or program and decreases (or does not increase) expenses from the
viewpoints of the college and the student.
