This series of videos will guide the learner through a step-by-step process in the design of a syllabus. Emphasis will be placed on formulating a course skeleton, learning outcomes, assessments and rubrics.
Type of Material:
Training, self instructional materials for course designers, can be used as reference/ resource material for trainers and experienced content matter experts who are developing an online course or instructional designers who are guiding novices through the process.
Audio on PC
Identify Major Learning Goals:
Users will be able to:
Complete the course design process
Control the educational focus and quality of the course being designed
Monitor/ manipulate the application of learning activities using the suggested design elements
Target Student Population:
Instructors/ new online course designers. These could be novice or experienced designers who need additional guidance with course development and design
Prerequisite Knowledge or Skills:
Adobe flash player, HTML 5, headset or speakers
The resource presents valid concepts and skills for course design and development. The material is clear and ready for use and the areas are easily accessed. It presents several examples of the course skeleton from which users can choose the one best suited for their content area. Videos are well done and have appropriate references
Additional bibliographic references would have been useful to extend the scope of coverage. No scripts for ADA
Potential Effectiveness as a Teaching Tool
The resource provides clear articulation of the purpose/goals and if followed, the user will be able to effectively achieve these goals.This resource is just as effective when compared to other methods of teaching using the same concept, models, or skills. The level of content is appropriate for use with higher education instructors. Easy to view and short enough to review if needed.
The information is not new or original but it satisfies its intended purpose. It would therefore have been helpful if innovative introductions were used to generate user interest and pull the user back. Additional interactive learning objects like quizzes and introductory questions within and after the videos would have helped since the videos are so long.
Ease of Use for Both Students and Faculty
Information is clearly presented and the level of content is appropriate for the intended audience. Video presentations are familiar to most persons who might use the resource.
The video lectures could be chunked into different lessons for ease of access and coverage
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