eLearning

Course Design Kit

This course design kit has been adapted with written consent from the Learning & Teaching Centre, British Columbia Institute of Technology. Permission was granted (May 13th 2011) but it is also licensed under the Creative Commons.

Course Instruction Mode Definitions

Instructional Modes PS Code Instructional Mode DefinitionFace to Face‐ ‐ P Course meets face to face. Syllabus/grades may be posted online.‐

Web Assisted‐ PW Course meets face to face. Syllabus/grades may be posted online. Some course materials/activities are online and ‐ ‐require active student access.

Hybrid with Asynchronous Component

HA Course uses both face-to-face and asynchronous instruction and meets face to face for ‐ ‐ approximately 25% 75% of ‐the course contact hours prescribed by the course type and units.

Hybrid with Synchronous Component

HS Course uses both face to face and synchronous instruction and meets face to face for ‐ ‐ ‐ ‐ approximately 25% 75% of ‐the course contact hours prescribed by the course type and units.

Asynchronous Local AL Course instruction is delivered in an asynchronous instruction mode. Face to face meetings ‐ ‐ at specified days/times may be required for orientation and/or evaluation of student learning.

Synchronous Local SL Course instruction is delivered in a synchronous instruction mode. Face to face meetings ‐ ‐ at specified days/times may be required for orientation and/or evaluation of student learning.

Fully Asynchronous A Course instruction is delivered in an asynchronous instruction mode. Students do not need to be on campus for any element of the course. Electronic meetings at specified days/times may be required for orientation and/or evaluation of student learning.

Fully Synchronous S Course instruction is delivered in a synchronous instruction mode. Students do not need to be on campus for any element of the course.

NOTE:

Asynchronous instruction is defined as instruction offered via web technology, CD ROM, or placed on student accessible PCs, available at time/location of ‐ ‐students’ choice, subject to restrictions set by instructor.

Synchronous instruction is defined as instruction offered via closed circuit to a second classroom, or live remote broadcast via public airwaves, web chat room, or web based streaming video to PCs available at specific days/times.‐

User Friendly Definitions

Instructional Modes Students need to be able to visit campus?

Students’ Access to Technology?

Instructional Mode Definition

Face to Face‐ ‐ Yes No Course meets face to face for all of the class meetings. Students may need to go on the ‐computer to read the syllabus or to see their grades.

Web Assisted‐ Yes Time/Location is may be fixed or flexible

Course meets face to face for most to all of the class meetings. Students may need to ‐go on the computer to read the syllabus or see their grades. In addition, students may need to get on a computer to access course materials or participate in some class activities.

Hybrid with Asynchronous Component

Yes Time/Location is flexible

Course uses some face to face instruction for between 25% and 75% of the class ‐ ‐meetings. Course also uses an electronic delivery that can be completed at the time/location of the student’s choice subject to restrictions set up by the instructor.

Hybrid with Synchronous Component

Yes Time and/or location is fixed

Course uses some face to face instruction for between 25% and 75% of the class ‐ ‐meetings. Course also uses an electronic delivery that must be completed at specified days/times.

Asynchronous Local Yes Time/Location is flexible

All course instruction uses an electronic delivery that can be accessed at the time/location of the student’s choice subject to restrictions set up by the instructor. Students may need to come to campus at specified days/times for orientation and examinations, presentations, etc.

Synchronous Local Yes Time is fixed Course instruction uses an electronic delivery that must be accessed at specific days/times. Students may need to come to campus at specified days/times for orientation and examinations, presentations, etc.

Fully Asynchronous No Time/Location is flexible

All course instruction uses an electronic delivery that can be accessed at the time/location of the student’s choice subject to restrictions set up by the instructor. Students do not need to be on campus for any element of course.

Fully Synchronous No Time is fixed Course instruction uses an electronic delivery that must be accessed at specific days/times. Students do not need to be on campus for any element of course.

NOTE: Asynchronous instruction is defined as instruction offered via web technology, CD ROM, or placed on student accessible PCs, available at time/location ‐ ‐of students’ choice, subject to restrictions set by instructor.

Synchronous instruction is defined as instruction offered via closed circuit to a second classroom, or live remote broadcast via public airwaves, web chat room, or web based streaming video to PCs available at specific days/times‐

Syllabus – [course title]Instructor InformationName: Office Location: Office Hours: Phone: Email:

Course InformationCatalog Description[Insert the course catalog description.]

Prerequisites[List the prerequisites for this course.]

Course Learning Objectives[Insert a list measurable course learning objectives or competencies that clearly describe what students will learn and be able to do upon successful completion of the course.]

Course MaterialsRequired Materials[List the materials that are required for the course including textbooks, guidebooks, and additional software.]

Optional Materials[List optional course materials that might prove useful to students, if any.]

Technical RequirementsHardware

PC/Mac Monitor with minimum resolution of 1024x768 Speakers or headphones

Software Adobe Flash Player - download at: https://get.adobe.com/flashplayer/ Adobe Acrobat Reader - download at: https://get.adobe.com/reader/ Java - download at: https://java.com/en/download/

Internet Browser - Blackboard supported browsers: https://help.blackboard.com/en-us/Learn/9.1_2014_04/Student/015_Browser_Support/013_Browser_Support_for_October_2014

Students’ ObligationsMinimum Technical SkillsYou are expected to have basic computer knowledge including, but not limited to:

Using email and attachments Downloading, editing, saving, and submitting files Copying and pasting Downloading and installing software

Getting HelpIf you are having trouble understanding concepts, it is your responsibility to seek help by contacting the instructor.

If you are having difficulties with using Blackboard-specific tools or features, refer to the Blackboard eHelp page. More complicated Blackboard inquires can be directed to the IT Service Desk. Both links to the Blackboard eHelp page and IT Service Desk can be found under the “Technical Support” section located on the left navigation menu of this course.

Grading[Explain the breakdown of points for all graded components. Include information on percentages and weights and their relationship to letter grades. Explain the criterion that is used to evaluate student work and participation. Are assignments graded with a rubric, on effort, minimum word count, or some other criteria? Will the type of exams be Scantron, essay, multiple choice, or some other method?]

Late Submissions[Explain your late submission policy. How late will activities be accepted and how many points will be awarded?]

Course PoliciesAcademic IntegrityAll of the work completed in this course is expected to be your own. Plagiarism or cheating will not be tolerated in this course. For more information, visit the Academic Integrity Policies page: https://www.cpp.edu/~studentconduct/academic-integrity-resources/academic-integrity.shtml.

NetiquetteNetiquette refers to the behavior that you are expected to follow when communicating online. It covers both common courtesy in an online environment and the informal ground “rules” for navigating in cyberspace. For this course, you are asked to follow these basic guidelines:

When writing an email to your instructor, include the class name and section, along with a description, in the subject line. For example: COM 206.01 RE: Design Project.

Use a signature with your full name at the end of your emails. Remember that slang can be misunderstood or misinterpreted – use your “academic”

voice. pls dnt use txt lang when sending messages 2 me. Be aware of your tone and avoid sentences typed in all caps – it implies online

“screaming” or “shouting.” Do not send angry messages known as “flaming.” Do not use offensive language. Be sensitive to those with cultural and/or linguistic backgrounds, as well as different

political and religious beliefs. Respect different views and opinions. Provide constructive feedback and use good judgment when composing responses to

your classmates. Be professional and use good grammar and spelling. Consider writing your discussion

posts, assignments, and online correspondence in a text editor to check for spelling and grammar before pasting it into an online submission.

Response Time and Feedback[Explain how quickly students can expect to receive feedback or responses on such things as exams, assignments, discussion board posts, and emails.]

University ResourcesAccessibilityCal Poly Pomona, as a learning-centered university, is committed to student success. Students with disabilities are encouraged to contact the instructor or to visit the Disability Resource Center (DRC) to coordinate course accommodations.

Blackboard Accessibility

Blackboard accessibility information Navigating Blackboard using a screen reader

Learning Resource CenterThe Learning Resource Center (LRC) is a service designed to develop student success. Learn about opportunities available for tutoring, workshops, test preparation, and study skills.

Student ServicesStudent Services provides information about the various student services offered at Cal Poly Pomona such as advising, library resources, and health services.

Course PlanGive the tentative dates for class work and topics and chapters to be covered with the homework. Course Name and Number

Module Name and Number

Learning Objective & Content Topic

Learning Activities Resources Evaluation

MethodTools & Technologies

Ex. Related learning outcome from course outline and content topics to be covered for a given week

Describes student learning activities (reading, case study, group project, peer assessment, essay, reflection paper, research report, etc.)

Resources needed for each module. (textbook pages, “handout”, new content to be written, URL links, etc.)

Identifies: types of written quizzes and tests, participation, self-tests, papers & percentage of total

An instructional designer will provide you with tools and technologies appropriate for your learner outcomes

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Module Outline

Item DescriptionModule Title This is the main subject matter of the module

Description One or two paragraphs giving an overview of the module and what is important about this module from a learner’s point of view

Learning Objectives List the key things learners are expected to achieve by the end of this module

Learning Activities List and instructions of the learner for describing what and how to work their way through the module’s readings, discussion postings, assignments, tests, etc.

Additional Resources Any other resources that explore the topics you have presented. It can be referred as “Recommended Readings.” It may include URL links, video clips, articles, etc.

Sample of an Effective Learning ModuleModule 6: Applied Principles of Hypodynamics

OverviewIn this module, we will explore the concepts and principles of hypodynamics and apply the principles to several practical problems similar to those you may encounter in your work. Please pay special on the diagram in the Resources section.

Learning ObjectivesOn completion of this module, you will be able to:

Apply Alexander’s Law to a problem of bibliot design Use mescuration tables in the development of a custom-designed bibliot Calculate efficiencies from a client’s point of view Calculate efficiencies from an operator’s point of view

Learning Activities1. Read

Textbook Chapter 12-14 and Module 6, What is Hypodynamics [hotlinked] 2. View

Video clip: Interview with a Bibliot User [hotlinked to streaming video]3. Discuss

Open the Discussion called “Alexander’s Law” and post a brief description of how Alexander’s Law may influence your choice of materials in preparing a bibliot for mescuration. Review and comment on at least two other postings in this discussion, noting why you support or disagree with the conclusions reached by your classmates.

4. Take a QuizGo to Quiz Module 6 in the Quizzes and Exams navigation link. It is multiple choice worth 25 marks. You will have 30 minutes to complete and submit your quiz.

5. Complete an AssignmentGo to Design and Submit in the Assignments navigation link. You are asked to design a more efficient bibliot and explain why the benefits of it compared to the standard model shown in Figure 14-7 of your text. Benefits should include efficiencies from both an operator’s and a client’s perspective. Full details of this assignment can be found in the Assignments navigation link.

Resources www.website.dom/article42 shows recent survey results from Canadian bibliot operators www.anotherurl.com/nomenclature provides handy mescuration tables. You may want to

bookmark it for future reference www.actsandregs.ca.us is a California government site that lists regulartions. I find this a

particularly useful site to check every once in a while.

Create Your Own ModuleModule Number: Module Title(You can create your own module by replacing the instruction within the textbox. You may refer to the sample in the previous page for a reference.)

Overview

[In this module, we will ….. More overview is here. This is one or two paragraphs giving an overview of the module and what is important about this module from a learner’s point of view.]

Learning Objectives

On completion of this module, you will be able to:

Learning Objective 1 Learning Objective 2 Learning Objective 3 Learning Objective 4

Learning Activities

1. Learning Activity 1This is the instruction of what learning activity 1 and how to do learning activity 1. It may include any file attachment if it’s a reading assignment or URL link to a video clip, etc.

2. Learning Activity 2This is the instruction of what learning activity 2 and how to do learning activity 2.

3. Learning Activity 3This is the instruction of what learning activity 3 and how to do learning activity 3.

4. Learning Activity 4This is the instruction of what learning activity 4 and how to do learning activity 4.

5. Learning Activity 5This is the instruction of what learning activity 5 and how to do learning activity 5.

Resources

URL 1 (this is any other URL that explore the topics you have presented) URL 2 (this is any other URL that explore the topics you have presented) File 1 (this is any other reading file that explore the topics you have presented)

Summary of Learning Assignment ActivitiesThe matrix represents an overview of the scheduled assignments, grades and weights.

Source Due Dates

Post to (course docs, assignments, discussion board, wiki, announcements etc…)

Points % Weight of Assignment

Module 1

Module 2

Module 3

Module 4

Module 5

Module 6

Module 7

Module 8

Module 9

Module 10

Finals

Total 100%

Sample of an Learning Assessment Plan

Module Topic/Learning Objective

Priority (Essential/Important/Nice to know)

Domain of Learning (Cognitive, Psychomotor, Affective)

Assessment Technique

Tools and Technologies

Weighted Value of the total grade

Module 1

Creating a web page

E C Produce a webpage

17%

Module 2

Analyze a photograph

N C Submit an analysis of a photograph

5%

Module 3

Module 4

Module 5

Module 6

Module 7

Module 8

Module 9

Module 10

Final Exam