CW Reading 1.3 Course elements
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The document outlines the various elements that are used in CSU courses to ensure students receive a quality education. These elements include unit learning outcomes, lessons, reading assignments, discussion boards/journals, assignments, and assessments. For each element, the course writer and instructional designer collaborate to create the content and insert it into the unit template.
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CW Reading 2.1 quality matters
This document introduces Quality Matters (QM), which is a method that CSU uses for continuous course improvement. QM focuses on alignment, requiring elements like assignments and assessments to align with course outcomes. Not all CSU courses have achieved QM status yet as it takes time to review courses. Incorporating QM standards like alignment tables can help. Communication between professors and students is also required by QM. Faculty are encouraged to take workshops on applying the QM rubric and volunteer as peer reviewers to improve their skills and familiarize themselves with QM requirements.
CW Reading 2.2 Course vision
CSU's course vision is to provide students with an exceptional educational experience by designing courses from the student perspective. Course writers should consider different learning styles like visual, auditory, and kinesthetic, and include authentic learning experiences. There are four types of course revisions: major revisions rewrite the entire course, minor revisions address changes to some elements, textbook edition updates involve moving to a new textbook edition, and ticket/updates consist of minor changes. Course writers must use appropriate Bloom's Taxonomy verbs for each course level to ensure outcomes align with the course placement in the program.
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CW Reading 1.1 Course writing team roles
The document outlines the roles involved in developing a new or revised university course, including the Academic Program Director or Academic Discipline Director who leads and oversees the process, the Course Writer who is the subject matter expert responsible for writing the course content, and the Instructional Designer who manages the project and provides guidance on educational standards. It also describes the roles of Editor, Learning Resource Coordinator, and Course Technologist who respectively ensure proper formatting, select textbooks, and load materials into the learning management system.
CW Reading 1.2 Overview of the course writing stages
The document outlines the general stages of the course writing process, which typically takes 4 months to complete. It involves:
1) Front-end analysis where the Academic Director reviews feedback and visions for the new course.
2) Planning where the Course Writer and Instructional Designer collaborate on course details.
3) Course writing where instructional components are prepared for each unit.
4) Review where the Academic Director ensures standards are met.
5) Development and launch where the course is edited, loaded to Blackboard, and launched.
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This document introduces Quality Matters (QM), which is a method that CSU uses for continuous course improvement. QM focuses on alignment, requiring elements like assignments and assessments to align with course outcomes. Not all CSU courses have achieved QM status yet as it takes time to review courses. Incorporating QM standards like alignment tables can help. Communication between professors and students is also required by QM. Faculty are encouraged to take workshops on applying the QM rubric and volunteer as peer reviewers to improve their skills and familiarize themselves with QM requirements.
CW Reading 2.2 Course vision
CSU's course vision is to provide students with an exceptional educational experience by designing courses from the student perspective. Course writers should consider different learning styles like visual, auditory, and kinesthetic, and include authentic learning experiences. There are four types of course revisions: major revisions rewrite the entire course, minor revisions address changes to some elements, textbook edition updates involve moving to a new textbook edition, and ticket/updates consist of minor changes. Course writers must use appropriate Bloom's Taxonomy verbs for each course level to ensure outcomes align with the course placement in the program.
CW Welcome! start here
This document introduces a training course for course writers at Columbia Southern University. It explains that course writers will help students achieve their educational goals by creating instructionally sound course materials as subject matter experts. The training will provide an overview of the course writing process, including the timeline, roles of revision team members, and expectations for course writers. It will also enable trainees to determine if course writing is a good fit and demonstrate their skills through a short writing submission.
CW Reading 1.1 Course writing team roles
The document outlines the roles involved in developing a new or revised university course, including the Academic Program Director or Academic Discipline Director who leads and oversees the process, the Course Writer who is the subject matter expert responsible for writing the course content, and the Instructional Designer who manages the project and provides guidance on educational standards. It also describes the roles of Editor, Learning Resource Coordinator, and Course Technologist who respectively ensure proper formatting, select textbooks, and load materials into the learning management system.
CW Reading 1.2 Overview of the course writing stages
The document outlines the general stages of the course writing process, which typically takes 4 months to complete. It involves:
1) Front-end analysis where the Academic Director reviews feedback and visions for the new course.
2) Planning where the Course Writer and Instructional Designer collaborate on course details.
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4) Review where the Academic Director ensures standards are met.
5) Development and launch where the course is edited, loaded to Blackboard, and launched.
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The document provides guidance on writing course goals and learning objectives for blended course design. It advises reflecting on how course goals and learning objectives will be communicated to students. Course goals should reflect overarching ideas and essential questions for the course, while learning objectives should be measurable and target specific aspects of student performance. The document also recommends aligning goals and objectives with department/program goals and considering technology-specific objectives.
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Course Description
Student will be provided comprehensive knowledge and understanding of the dynamics involved in compensating
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4. Determine differences in compensation opportunities for employees in different jobs and at different levels in the
organization.
5. Elaborate on various kinds of pay-for-performance programs and the situations in which such programs may be
preferable.
6. Compare strengths, weaknesses, and opportunities for various kinds of performance appraisal programs.
7. Interpret the role of compensation and its influence on employee behavior.
8. Explain the influences of government regulations on compensation practices.
9. Compare and contrast various options to pay plans including team based, executive compensation, and
employee benefits, both required and non-required.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Chapter presentations are provided in each unit study guide as Supplemental Reading to aid students in their
course of study.
4. Learning Activity (Non-Graded): This non-graded Learning Activity is provided in Unit IV to aid students in their
course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Unit Assessments: This course contains six Unit Assessments, one to be completed at the end of Units I and III-
VII. Assessments are composed of written response questions.
7. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II, IV, V, and VIII.
Specific information and instructions regarding these assignments are provided below. Grading rubrics are
included with each Assignment. Specific information about accessing these rubrics is provided below.
BHR 3301, C ...
PGPTP Orientation Session Notes
This document summarizes a secondary science seminar. It outlines the session objectives, which include analyzing course goals and assessments, describing connections between planning and alignment, and solving obstacles to student achievement. The seminar leader reviews professional values, group norms, and course requirements. Participants analyze course goals and competencies, assessments that demonstrate mastery, and effective unit planning. They discuss maintaining a focus on student achievement and share challenges and solutions from their classrooms.
Stages of test writings final by joy,, language testing
The document discusses the various purposes and stages of developing assessments or tests for students. It outlines four main stages of test preparation: 1) planning content and format, 2) writing test items, 3) determining grading criteria, and 4) revisions. General guidelines are provided for writing high-quality test items that accurately measure learning objectives. Tips are also given for determining item types, number of items, and creating tables of specifications to map objectives to assessments.
EDU 310 Success Begins /newtonhelp.com
For more course tutorials visit
www.newtonhelp.com
EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans
EDU 310 Week 1 DQ 1
EDU 310 Week 1 DQ 2
Lesson Planning Guide 2008
This document provides guidance on developing effective lesson plans for adult education teachers. It outlines the basic components of a complete lesson plan, including learning objectives aligned with state standards, materials and resources, engaging activities, and assessments. Lesson plans are important as they help teachers design high-quality instruction that meets learners' needs and goals. The document also discusses benefits such as improved preparation, innovation, and knowledge. Templates and samples are included in the appendices.
Moodle and the 3E Framework
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
Moodle and the 3E Framework
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
Your NameECD 310 Exceptional Learning and InclusionInstruct.docx
Your Name
ECD 310: Exceptional Learning and Inclusion
Instructor
Date
Inclusive and Differentiated Learning and Assessments
Hint 1: This template is intended to guide you; however, you’re encouraged to add or delete from this format as long as your final product aligns with the assignment requirements found under Week 3>Assignment.
Hint 2: Delete these highlighted “hints” before final submission.
Hint 3: Delete the prompt text included on each slide and replace it with your own content.
Only use this template if you are enrolled in the Bachelor of Arts in Early Childhood Education
Introduction
On this slide, provide a brief introduction to the topic of standardized assessment.
Hint: For help creating and editing slides in PowerPoint, see this guide on Creating PowerPoint Presentations.
Including All Students
On this slide, describe how you will ensure that all students are included in assessments and how you will make decisions about how children participate in assessments.
Accessibility for All
Summarize how you will make sure that the assessments are designed for accessibility by all.
Ensuring Fairness and Validity
Explain how you will make sure the assessment results are fair and valid.
Reporting the Results
Describe the importance of reporting the results of the assessment for all students.
Evaluating the Process
Examine how you will continually evaluate the assessment process to improve it and ensure student success.
Hint: Use scholarly sources in your presentation to support your ideas. Remember to include in-text citations.
Rationale
Explain your rationale, based on the age of children you plan to work with, the reasons why you would use standardized assessments.
Some reasons might be programmatic planning, differentiating instruction, identifying individual needs, and ensuring alignment with standards.
Hint: Make sure to support your reasoning with at least one scholarly source.
Collaboration
Discuss how, as an early childhood educator, you will collaborate with your colleagues to differentiate the assessment tools you will use to support the children you work with.
Conclusion
Include a brief conclusion to bring closure to your presentation.
.
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Fall 2011 OTC Online Course Development and Delivery Reviewer Hints
Fall 2011 OTC Online Course Development and Delivery Reviewer Hints
Edu 311 edu311 edu 311 education for service uopstudy.com
Edu 311 edu311 edu 311 education for service uopstudy.com
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BHR 3301, Compensation and Benefits 1 Course Description.docx
BHR 3301, Compensation and Benefits 1 Course Description.docx
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Columbia Southern University (CSU) was founded in 1993 by Robert Mayes, Sr. to provide online degree programs for non-traditional students in occupational safety, health, and environmental fields. (1) CSU has since expanded its programs and degree offerings, achieved national accreditation, and grown significantly, reaching over 29,000 students today. (2) CSU's founder established a culture of caring and respect that has been maintained through changes in leadership over time. (3)
Reading 2.1 software navigation
This document provides an overview of the key software applications used by Columbia Southern University faculty:
- Blackboard is the learning management system for online courses, allowing faculty to add content and communicate with students.
- Blackboard Collaborate is used to conduct real-time online sessions between faculty and students. Faculty are required to hold three Collaborate sessions per term.
- Outlook Web App is the email client faculty must use for all CSU communications, unless unable to access their email.
- The Faculty Portal houses faculty resources, course information, assignments, schedules and notifications in one website.
Ob reading 3.2 evaluations
Columbia Southern University uses various evaluation tools to provide support and accountability for faculty, including classroom observations, end of course surveys, course setup checks, annual evaluations, and performance improvement plans if needed. Classroom observations are conducted twice a year and contain specific criteria faculty must meet while teaching. End of course surveys provide student feedback. Course setup checks ensure courses meet requirements, and annual evaluations cover faculty performance. A performance improvement plan can help faculty improve if they are struggling to meet expectations.
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This document provides an overview of copyright at CSU. It discusses that copyright protects authors' ownership rights over literary and other intellectual works. When writing a course, course writers must ensure they have permission to use any outside materials and properly cite all sources to avoid infringement. The document outlines several designations for materials, such as works that are in the public domain, made for hire, available through the university library within restrictions, open access works, and those with Creative Commons licenses. It recommends checking repositories of free materials for licensing but notes that as a for-profit university, CSU's commercial use of some materials may be restricted.
Ob reading 5.2 faculty event opportunities
Columbia Southern University offers several event opportunities for faculty members to participate in, including faculty symposia, conclaves, and conferences. The faculty symposia allow faculty to discuss topics of interest and make recommendations on a particular topic. Faculty conclaves are held on campus multiple times per year and provide enrichment and development for faculty. Additionally, CSU hosts an annual virtual conference for faculty to present scholarly works and research. Optional faculty development sessions also take place biweekly to cover topics related to online teaching best practices.
Ob reading 5.1 required meetings and trainings
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Reading 2.2 Additional Software
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1) The CSU website located at http://www.columbiasouthern.edu/ contains information about events, programs, student support, and more.
2) iConnect is CSU's intranet with department information, president's messages, news, and a message board.
3) The Student Portal is similar to the Faculty Portal but contains student-focused widgets. Students with issues should contact support.
4) Omega is CSU's database housing student, faculty, course, and employee records that automates processes and provides reporting.
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CW Reading 1.3 Course elements
- 2. Introduction A variety of elements are used in CSU courses to ensure students receive a quality and uniform education. Please use the navigation buttons below to learn about the general course elements used to assemble CSU courses.
- 3. Outcomes The Course Writer and Instructional Designer collaborate to create unit learning outcomes (ULOs), which are inserted into the unit template. It is important to note that for an outcome to be listed within a unit, the outcome should be measured by an assessment method (an assignment or an assessment) within the same unit.
- 4. Lesson A typical unit lesson is a two-page, single-spaced lecture with in- text citations and references (as necessary) that provide students with the course writer’s unique insight into the unit topic. The Course Writer and Instructional Designer collaborate to create the unit lesson, which is inserted into the unit template.
- 5. Reading Assignment The Course Writer and Instructional Designer collaborate to identify or create the reading assignment, which is inserted into the unit template. Typically, the assigned reading includes chapters from the textbook, information from reputable sources, and/or resources from the CSU Online Library.
- 6. Discussion Boards and Journals The discussion board is an online version of a classroom discussion. The Course Writer and Instructional Designer collaborate to write discussion board questions, which are inserted into the unit template. Journals are the LifePace Learning equivalent to discussion boards and are treated similarly during course writing.
- 7. Assignment The Course Writer and Instructional Designer collaborate to create an assignment and insert the assignment instructions into the unit template. The assignment instructions must contain clear guidance and criteria for student success, as well as measure learning outcomes.
- 8. Assessment The Course Writer and Instructional Designer collaborate to create assessment questions and insert them into the unit template. The unit template contains a table that indicates the quantity of questions and the point value for each one. The unit template also contains a table for preparing an answer key for various types of questions.