1. FRENCH MENU
Course Design

2. ACTIVITY: LEARNING OUTCOMES
TENTATIVE REVISED
The revised learning outcomes
describe concepts that students need
to understand as well as relations
between those concepts, according to
Paul Ramsden (Learning to Teach in
Higher Education, Routledge, London,
1992).
Learning outcomes are:
1) To remember at least 12 typical
French specialties (gastronomy).
2) To apply core language concepts to
a day-to-day situation as ordering a
meal in France.
3) To create a typical French menu
using a digital portfolio as VoiceThread.
The intended learning outcomes
describe concepts that students
need to understand as well as
relations between those concepts,
according to Paul Ramsden (Learning
to Teach in Higher Education,
Routledge, London, 1992).
Learning outcomes are:
1) To remember at least 12 typical
French specialties (gastronomy).
2) To apply core language concepts
to a day-to-day situation as ordering
a meal in France.
3) To create a typical French menu.

3. ACTIVITY: MATERIAL PROVIDED
PICTURES
To illustrate my own courses to
be displayed in class or on the
institutional LMS I use to
search the Internet and I don’t
always check if there are or
not copyright issues.
When I create material to be
published officially I use free
cliparts for education, but I
don’t always find what I need.
PICTURES revised
I will check the copyright issues
to use picture from the
Internet.
I will also make sure my own
OER posted on SlideShare and
YouTube are under a CC licence.
I did not realize that may be
colleagues did not use my
material for fear to infringe
some copyright law.

4. EXAMPLES: French specialties
(my own pictures)
Kouign amann, BRETAGNE Tarte flambée, ALSACE

5. ACTIVITY: ASSESSMENT (1)
GENERAL DESCRIPTION
• Group work (2 students)
• Teacher evaluation
• Summative assessment
• Little feedback
GENERAL DESCRIPTION revised
• Group work (2 students)
• Peer evaluation
• Formative and summative
“The goal of formative assessment is
to monitor student learning to
provide ongoing feedback” (Eberly
Center: here)
• Effective feedback (see the 7
principles of good feedback, Nicol and
Macfarlane-Dick, 2006: here)
I will try to use assessment as “a learning
toolkit” (UNSW: here) and put the
assessment “at the heart of learning”
(University of Glamorgan) See more case
studies here.

6. ACTIVITY: ASSESSMENT (2)
ONLINE COMPONENT
• Assessment will be a
portfolio created with the
free web 2.0 tool
VoiceThread.
• 2 comments will be added
to each pictures 1) by text
2) by voice
• 3 pictures (entrée – plat –
dessert) should be uploaded
on VoiceThread
ONLINE COMPONENT revised
• The 3 precedent points
remain but before the task:
- We will build in class a rubric
in order to help students to
know how to perform in the
best way
- I will give clear instructions
about copyright issues (for
the 3 pictures needed in this
work)

7. ACTIVITY: EVALUATION (3)
EFFECTIVENESS
• In the former course design
I did not plan to measure
the effectiveness of the
assessment
EFFECTIVENESS
• Reviewing assessment quality
is of paramount importance
within “the ongoing cycle of
quality assurance and
improvement” (UNSW)
• To do so I will ask my
colleagues for a peer-evaluation
and ask students as
well for their feedback.

8. GENERAL CONSIDERATIONS
PRACTICAL
• Access to technology: Good
• Cost: None
• Skill level required: Basic
• Accessibility: Good
TECHNICAL
• Training provided in the
former course design: None.
• This is why I will set up a short
training to be sure the entire
class is ready for the asked
work and to help students to
build their digital literacy skills.
• VoiceThread Terms of use:
here

9. Assessment: A French Menu
• See here an example of the asked task for this activity:
https://voicethread.com/share/6043466/
• This example can be given to the students as part of the rubric needed for
peer-evaluation