Professional Documents
Culture Documents
Orientation: Students will become familiar with the online course format.
They will create a Google Account and read articles on Netiquette and
Plagiarism and respond to a prompt on their reading. They will be asked to
take a pre-course survey. It should be explained to them that the survey
helps the instructor anticipate their needs. These surveys should be written
using a warm tone. This is an example of a pre-course survey.
http://www.quia.com/sv/723017.html
________________________________________________________________
Module 1: Icebreaker If a movie was made about your life, what would you
be remembered for? Post your response on our class blog. Read all
classmates posts, comment on at least two (Communities has a different
icebreaker).
Objective 1: Students will write a script for their avatar using Crazy Talk to
describe their e-portfolio with at least 90% accuracy according to the rubric.
According to Blooms Taxonomy, describing is at the
Comprehension/Understanding level. This is a lower level of Blooms
Taxonomy. The instructor needs to build a scope and sequence for their
course by building on what the student knows. Students should start at a
middle lower level activity and then progress in difficulty with each project.
The projects need to be student centered, meaning students take charge of
their learning while the instructor monitors their progress. The instructor
may ask them leading questions, provide resources as needed and
feedback (, n.d.).
Before students start they need to see an example of a finished project so
they can see the big picture, in this way students are better able to make
cohesive plans for their final project (Akella, 2013). The project needs to be
authentic, student centered and open ended to allow student to make
choices and solve problems. Students should be provided with a
comprehensive list of possible flipbook purposes to help them put ideas
together with their interests. After deciding on a purpose for their flipbook, a
storyboard will help them organize their script, then they are to share their
idea with their peers online. They are to read each others scripts and
flipbook ideas and comment on at least two.
A rubric that relates to the objective and includes stratified point values for
different levels of mastery for the different elements of the project should be
given to the students at the start of the project. Students should help create
the rubric whenever possible. In that way they will understand the rubric
requirements better and have a more successful outcome. If this isnt
possible it is important that students are provided instruction of the rubrics
significance. Rubrics make grading project based assignments more
precise. The descriptions of the multiple elements of the project are broken
down into different levels of mastery. These levels are given different point
values (, n.d.).
Students then take a photograph of themselves that doesnt show emotion
and upload it into Crazy Talk. Students may record their voice or type in the
script and choose a voice to read it for them. They are to work out their
____________________________________________________________
down into different levels of mastery. These levels are given different point
values (, n.d.).
Plagiarism: Plagiarism is a concern whenever students work online due to
the convenience of copying and pasting. They need to read articles to
make them aware of what plagiarism is and what its consequences are.
They need to know that plagiarism is using other peoples ideas, words or
works and claiming them to be their own. By doing this they are stealing
and they could get a hefty fine and they could also be dropped from
college (Information fluency home, n.d.). Students should be provided
with instruction and tools to help them cite their material correctly. Online
APA generators would help them to do this correctly. Instructors can use
free online plagiarism programs to detect plagiarism. Students should be
made aware of these programs to help detour plagiarism (Plagiarism
search, n.d.).
This assignment makes it difficult to plagiarize their writing because they
are writing to prompts about their assignments and it would be difficult to
find a set of 30 photos online that would go with their theme.
Plagiarism: Plagiarism is a concern whenever students work online due to
the convenience of copying and pasting. They need to read articles to
make them aware of what plagiarism is and what its consequences are.
They need to know that plagiarism is using other peoples ideas, words or
works and claiming them to be their own. By doing this they are stealing
and they could get a hefty fine and they could also be dropped from
college (Information fluency home, n.d.). Students should be provided
with instruction and tools to help them cite their material correctly. Online
APA generators would help them to do this correctly. Instructors can use
free online plagiarism programs to detect plagiarism. Students should be
made aware of these programs to help detour plagiarism (Plagiarism
search, n.d.).
This assignment makes it difficult to plagiarize their writing because they
are writing to a prompt about the the meaning/story of their flipbooks.
________________________________________________________________
Summary
EDUC 763: Assessment in E-Learning, is a comprehensive online course
that defines and helps students to develop assessments for their online
course. Being able to write clear objectives and appropriate assessments
to me are the most important part of any course. At the start of the course
the instructor needs to administer diagnostic survey to gain background
knowledge of their students technical experience. We took a survey and
then created one for our course. We read articles about Netiquette and
plagiarism and then responded to a formative prompt designed to check for
student understanding. Students collaborate with their cohort online
responding to the articles they have read and the projects they develop (,
n.d.). I looked at concept maps and brainstormed my ideas for my future
online course by creating a concept map. Then we were shown the
procedure for creating the assignments for our course. I used Blooms
Taxonomy to help write worthy challenging objectives for my project based
course. This process helps the instructor gain a clear idea of what their
students are to learn in the course. After writing the objectives the instructor
needs to develop a rubric that matches the objectives for the project. This
process helps the instructor to create clear expectations for their course
that help inform their students. Assignments are created to accommodate
student learning styles, interests and backgrounds. They are student
centered and allow students to make choices and solve problems to create
a project that is meaningful to them (Vision and mission, 2015). The
instructors role is to monitor and guide student learning by reading their
discussions of the activities, and looking at their products and giving
student feedback. Students need to be able to rework projects after
receiving feedback from their peers and instructor. Then the rubric
becomes a summative method of assessment (, n.d.). Today teachers are
able to check for understanding by using tablets and cell phones
(Consortium, n.d.).