Establishing a Quality Review

Establishing a quality review by Chao et al.

This article gave some insights to assist me in critiquing a course for one the assignments this week. It thoroughly discussed the components of a  quality framework for web-based courses. I first attempted the assignment prior to reading, and I hope this will help me in completing this task more effectively and successfully.

As a web-based course designer, the has given me some thoughts so I do not end up in “suicide method of course development.”

  1. I see the purpose of knowing the learners, as this article states to incorporate the outcomes based on the interests and needs of the learners. While this may pose a problem if you do not know your learners, but I have used a learning spectrum activity to determine levels of abilities, interests and needs based on what I know about the district.
  2. While designing my course, I really need to think about my content/outcomes and determine the right activities, strategy or tool that will achieve those outcomes. This was the coaching style in my previous job and how I have trained my district’s TLCs when working with their teachers.
  3. I am still trying to determine the best LMS to use to create and sustain interactions among all participants. My original thought is to use Google Sites and utilize the Announcements type webpage for interactions. My other option is Google+ for the interaction. I need to ensure the course presentation not only is functional and consistent, but flows well. I do not want to overwhelm the users.

I will use the sample of instructional design criteria to guide me through the design process as I move along in the development phases. The checklist will allow me look at each component and evaluate the level of quality.

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Backward Design

Ch. 1 – What is backwards design? by Wiggins & McTighe

I am quite familiar with the backward design process. Our technology department has started to really implement the UBD’s model these past few years. It is very similar to the coaching approach our Technology Learning Coaches are taking with our teachers. We focus on the end result, what we want the students to know and be able to do with the new content and then we determine what technology tool will help achieve those goals. The design then includes the teaching and learning activities that will help build up to the end results. This approach has certainly helped our teachers to design learning experiences that are more purposeful and meaningful to the students.

The diagram, Establishing Curricular Priorities, is exceptionally helpful in determining what the students should know, understand and be able to do with the content. I have started to diagram my desired results using this process. My end goal is to have teachers be proficient in modeling the skills and using digital literacy language in the classroom. I want teachers literate in this area so they can guide their students in becoming digital agent themselves. I am trying to determine what information should the teachers at least be introduced to in order to have some basic underly foundational skills to be successful in the next lessons. I then need to determine what essential skills and the enduring big ideas, in digital and media literacy, teachers need to be able to master in order to demonstrate their knowledge. Digging into the 4 criteria/filters has offered some deeper thinking on my end to begin this process.