This course introduction document outlines the key components of an education course, including its overall design, learning objectives, assessments, instructional materials, and ways for learner interaction and engagement. The course menu makes navigation easy and the syllabus clearly lists assignments. Assessments follow constructivist learning theory and include ongoing online discussions as well as major projects where students play the role of a teacher. A variety of instructional materials are provided, including videos, readings, and group projects. Learner interaction occurs through online discussions, group work, and community engagement during required observation hours.

1. Introduction to Education: Looking Forward and Looking
Back on Education
Course Overview and Introduction: The overall design is easy to follow and the
menu makes it easy to find what you need.
• Description of the course is found on the main screen.
• Course is cited on the main screen.
• Menu on the left makes it easy to navigate through the different areas of the
course.
• Syllabus is posted and highlights all assignments that will be done in class.
• Course texts are posted with links to buy them on Amazon.
• Rationale is included in the introduction.
• No prerequisites are required, and this is clearly stated.
• Activities and their descriptions are in the introduction.
• Calendar is provided with due dates and with questions to prompt each
week's activities.
Learning Objectives: This course does not have anything titled learning objectives,
but does have a list of "teaching topics."
• The topics relate to the assignments given.
• Youtube videos are posted to reinforce the different topics.
• In the syllabus, there are three bullet points that state what STEP teachers at
MIT should be able to accomplish when they finish their time in college.
• The calendar lists the topics for each week.
• The topics seem appropriate for this course.
Assessment and Measurement: Assessment strategies follow the learning theory
of constructivism and seem to be appropriate for an education class.
• There are two types of assignments: ongoing and major.
• Ongoing assignments include online discussion of current events,
presentations of specific chapter readings through a wiki, and documented
hours of classroom observation. This seems to be combination of
constructivism and connectivism.
• The major projects include various ways for students to play the role of a
teacher and help them learn how assess projects. Work based learning is a
key type of assessment in this course.
• Students are required to create math games to reinforce the learner's
knowledge. A separate rubric is posted for this assessment.
• A portfolio is also required at the end of the course to highlight everything
the learner has gained from his or her experience.
Instructional Materials: Seem current and are broken up in a week-by-week
process.
• There is a description of the instructional materials, but the reasons for using
them are not clearly stated.
• Most instructional materials appear to be videos and online sites for
discussions.

2. • The readings either are materials that have to be purchased or they're
articles that can be accessed online.
• The materials seem to give a variety of perspectives.
• It is not clear which materials are required or not required.
• Most materials are easy to access.
• Most reading materials are appropriately cited.
Learner Interaction and Engagement: There are many forms of interaction and
engagement in this class.
• The activities match the learning topics.
• Online discussions are a big part of the class. Student to student learning
seems to be important.
• Requirements for interaction in group projects or discussions are clearly
stated.
• Faculty to student interaction is present through individual assignments and
professor feedback.
• Students have access to many different forms of media to get the information
(articles, books, video, etc).
• Students work together in real world situations to solve problems.
• Students work with the community through their observation time at the
school.