澳门六合彩官网直播x

澳门六合彩官网直播x
澳门六合彩官网直播
Kalamazoo MI 49008-5230 USA
(269) 387-4200

Phase 2: Design

The first phase of Functional Course Design is focused on supporting instructors in the examination of their own and learner expectations for the course as well as the clarification of course outcomes and the development of aligned key assessments that adequately measure learner achievement of those outcomes.

Important Definitions

 

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Module-Level Objectives (MLOs) - Module-level objectives clarify the specific knowledge, skills, behaviors, or attitudes that learners need to demonstrate their preparedness for successfully completing key assessments. These MLOs guide the information and activities that will need to be included in the course to effectively introduce, reinforce, and support the development of necessary competencies within daily, weekly, or unit-based Elearning modules

 

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Formative Assessments - Formative assessments explicitly align with module-level objectives and can be used to gauge learner progress toward key assessments and course outcomes, support instructors in identifying potential gaps in understanding in order to adjust instruction at a whole class or individual level and offer instructors an opportunity to offer developmental feedback and support

 

Phase Objectives

  • Identify knowledge and skills needed to complete summative assessments.
  • Determine daily, weekly, or monthly objectives and formative assessments.
  • Outline materials and/or activities that support formative development.
  • Develop a course plan and map.
  • Establish grade scale, grade components, and calculation method.

Guiding Documents

Step 3:

This tool supports instructors in breaking down the knowledge, skills, and behaviors needed to successfully complete key assessments; brainstorming activities; and thinking through the order and number of activities needed in a given week.

Step 4:

This tool creates a week-by-week storyboard breakdown that can help instructors visualize the structure of a course and make building in Elearning more efficient.

Step 5:

This document is intended to support instructors in developing a plan for grading that aligns assessment purpose and value, instructor and learner needs, and department or program requirements while being sensitive to instructor and learner workload.