EDU 522 – Student NotesCOURSE DESCRIPTIONThis course focus.docx

EDU 522 – Student Notes
COURSE DESCRIPTION
This course focuses on the design, development, and
implementation of e-Learning. Topics include learning
platforms for educational and corporate environments, online
learning communities, designing content for online delivery,
and preparing learners for online learning. Students will learn
how to use e-Learning as a teaching tool in a traditional
classroom or training environment.
INSTRUCTIONAL MATERIALS
Required Resources
Holmes, B., & Gardner, J. (2006). e-Learning: Concepts and
practice. Thousand Oaks, CA: Sage Publications.
Rudestam, K. E., & Schoenholtz-Read, J. (2010). Handbook of
online learning (2nd ed.). Thousand Oaks, CA: Sage
Publications.
Supplemental Resources
Dabbagh, N., & Reo, R. (2011). Back to the future: Tracing the
roots and learning affordances of social software. In M.J.W. Lee
and C. McLoughlin (Eds.), Web 2.0-based e-Learning: Applying
socialinformatics for tertiary teaching (1-20). Hershey, PA: IGI
Global. Retrieved from https://search-ebscohost-
com.libdatab.strayer.edu/login.aspx?direct=true&db=nlebk&AN
=253987&site=ehost-live&scope=site
EduTech Wiki. (2006). Flow theory. Retrieved from
http://edutechwiki.unige.ch/en/Flow_theory
Holmes, B., Tangney, B., FitzBibbon, A., Savage, T., & Mehan,

S. (2001). Communal constructivism: Students constructing
learning for as well as with others. Retrieved from
http://www.scss.tcd.ie/publications/tech-
reports/reports.01/TCD-CS-2001-04.pdf
Khan, B. (2010). The global e-learning framework. Retrieved
from
https://www.academia.edu/2478564/The_Global_e-
Learning_Framework_by_Badrul_H._Khan
NASA. (2013). Digital Learning Network. Retrieved from
http://www.nasa.gov/offices/education/programs/national/dln/in
dex.html
Websites
Association for Educational Communications and Technology
(AECT). (2013) General format. Retrieved from
http://www.aect.org/newsite/
Education Technology Organizations. (2007) General format.
Retrieved from
http://informns.k12.mn.us/Educational_Technology.html
International Society for Technology in Education (ISTE).
National Educational Technology Standards (NETS) for
Teachers, Coaches, and Students. (2012) General format.
Retrieved from https://www.iste.org/
U.S. Department of Education Grant Programs. (n.d.) General
format. Retrieved from
http://www2.ed.gov/about/offices/list/os/technology/edgrants.ht
ml
COURSE LEARNING OUTCOMES

1. Explain the factors that contribute to the evolution of e-
Learning.
1. Analyze different needs of e-Learning in educational and
non-educational settings.
1. Analyze various learning communities.
1. Describe different learning environments and modes of e-
Learning.
1. Apply educational theory to an e-Learning environment.
1. Analyze design and instructional concepts of e-Learning.
1. Describe the unique needs and challenges of virtual learners.
1. Design an online learning experience.
1. Plan the resources required to support an online learning
experience.
1. Explain the ethical considerations of e-Learning.
1. Use technology and information resources to research issues
in theory and practice of e-Learning.
1. Write clearly and concisely about theory and practice of e-
Learning using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for
students to spend 13.5 hours in weekly work. This includes
preparation, activities, and evaluation regardless of delivery
mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Holmes, Chapter 1: Introduction
· Rudestam, Chapter 1: The Flourishing of Adult Online
Education: An Overview
Activities
· Discussions
Evaluation

· None
20
2
Preparation
· Reading(s)
· Holmes, Chapter 2: Enter e-Learning
· Rudestam, Chapter 2: Presence in Teleland
· Rudestam, Chapter 3: The Challenges of Culture and
Community in Online Academic Environments
· e-Activity
· Go to the University of Colorado at Boulder PhET’s
Interactive Simulations Website located at
http://phet.colorado.edu/en/simulations/category/new. Click on
three simulations and participate in each of the simulations. Be
prepared to discuss.
Activities
· Discussions
Evaluation
· None

20
3
Preparation
· Reading(s)
· Holmes, Chapter 3: A Potted History of e-Learning
· Holmes, Chapter 4: e-Learning – An Educational Revolution
· Rudestam, Chapter 6: Media Psychology Controls the Mouse
That Roars
· Rudestam, Chapter 7: Globalization in Online Learning
· e-Activity
· Search the Internet for at least six signs (icons), determine the
meaning of the signs (icons), evaluate their effectiveness, and
then organize your findings in a matrix with three columns and
six rows. Put the matrix in an Excel spreadsheet. Put these
headings on the columns: (A) Sign, (B) Meaning, and (C)
Effectiveness. Put the six signs (icons) in separate rows in the
first column (may title the icon or describe it if you do not have
the graphic). In the second column, state the meaning of the
sign (icon). Then, in the third column, evaluate the
effectiveness of the sign (icon). (Note: Since e-Learning is
available to various places and cultures in the global
community, carefully designing a Web-based learning
environment that recognizes cultural differences is important.
Because signs can be misread, the concept of signs as they
relate to different cultures could have a tremendous impact on
using technology as e-learners gain access to expanded
communities of learning.) For example, a parachute icon used in
a piece of computer software as a “bail out” was changed by the
software’s creators because it was not inherently understood as
a “bail out” or “quit” by all users. Be prepared to discuss.
Activities
· Discussions
Evaluation
· Assignment 1: e-Learning

Preparation
· Reading(s)
· Holmes, Chapter 5: e-Learning Theory – Communal
Constructivism
· Rudestam, Chapter 5: Applying Social Systems Thinking and
Community Informatics Thinking in Education: Building
Efficient Online Learning Design Culture in Universities
· Rudestam, Chapter 13: Synthesizing Higher Education and
Corporate Learning Strategies
· e-Activities
· Search the Internet for at least two customized search engines
and explain the advantages and disadvantages of these special
engines. (Note: For examples, go to the following Website (but
do not use it as your example): Searching the Web located at
http://www.udel.edu/sine/searchquest/. Then, go to Search
Engine Showdown, located at
http://searchengineshowdown.com/ to read an article on a recent
event published by Greg R. Notess at this URL under the
heading “Search News.” Be prepared to discuss.
· Use the Internet and Strayer Library to research
constructivism as a learning theory in relation to the e-Learning
process. Be prepared to discuss.
Activities
· Discussions
Evaluation
· None

20
5
Preparation
· Reading(s)
· Holmes, Chapter 6: e-Learning Design – Concepts and
Considerations
· Rudestam, Chapter 12: Designing and Developing Web-Based
Intelligent Tutoring Systems: A Step-by-Step Approach With
Practical Applications
· e-Activities
· Search the Internet for at least two effective evaluation and
quality assurance methods used by K-12 systems (K-12 virtual
high schools), colleges, and universities (online courses and / or
corporate programs) to ensure quality e-Learning experience.
For example: Badrul Khan designed a Web-based framework to
help online programs in the design and development of high-
quality e-Learning learning environments located at:
https://webserver.ignou.ac.in/institute/STRIDE_Hb8_webCD/ST
RIDE_Hb8_Full.pdf. Read Chapter 5 on p. 42. Be prepared to
discuss.

· Go to MyMathLab, located at http://www.mymathlab.com/,
which is considered an effective Internet-based tool that
supports students who are in need of a math refresher, drill and
practice, or an e-tutor in basic and advanced math. Tour the
MyMathLab, located under the menu “Tours and Training,” and
then evaluate its advantages or disadvantages to students who
need help in math. Be prepared to discuss.
Activities
· Discussions
Evaluation
· Assignment 2: Using and Applying Badrul Khan’s Web-based
Framework

20
120
6
Preparation
· Reading(s)
· Holmes, Chapter 7: Empowered Learners – Powerful Tools for
Learning
· Rudestam, Chapter 4: Evolving Technologies
· e-Activities
· Go to the U.S. Congress and Library of Congress Website,
located at http://www.loc.gov/index.html, and search for new
copyright initiatives and laws that have recently been adapted
and ratified by these legislators which may have impacted the
design, development, and implementation of distance learning,
particularly e-Learning. Be prepared to discuss.
· Search the Internet for effective tools and applications used by
colleges and universities in e-Learning environment to prevent
plagiarism and cheating. Be prepared to discuss.
Activities
· Discussions
Evaluation
· Assignment 3: Proposed Course for Development Part 1

20
140
7
Preparation
· Reading(s):
· Rudestam, Chapter 10: Revisiting the Design and Delivery of
an Interactive Online Graduate Program
· Rudestam, Chapter 11: Candlepower: The Intimate Flow of
Online Collaborative Learning
· e-Activity
· *Go to the International Society for Technology in Education
(ISTE) Website, located at http://www.iste.org/standards/nets-
for-teachers. Navigate to the right side to NETS for Teachers
Resources and click on the NETS-T link. Review the standards.
Be prepared to discuss.
Activities
· Discussions
Evaluation
· None

20
8
Preparation
· Reading(s)
· Holmes, Chapter 8: e-Learning – Learner Emancipation
· Rudestam, Chapter 15: Beyond the Looking Glass: What
Faculty and Students Need to Be Successful Online
· e-Activity
· Use the Internet and Strayer Library, or both, to find
guidelines for and examples of providing access to online
instruction to and assessment of learners with disabilities. Be
Activities
· Discussions
Evaluation
· Assignment 4: Designing and Developing an E-Learning
Course – Part 2

20
200
9
Preparation
· Reading(s)
· Holmes, Chapter 9: e-Learning – Endless Development?
· Rudestam, Chapter 16: Teaching Professionals to Be Effective
Online Facilitators and Instructors: Lessons From Hard-Won
Experience
· e-Activity
· Use the Internet to find two examples of social software. Be
Activities
· Discussions
Evaluation
· None
20
10
Preparation
· Reading(s):
· Rudestam, Chapter 9: Uncertain Frontiers: Exploring Ethical

Dimensions of Online Learning
· e-Activity
· Use the Internet and the Strayer Library, or both, to research
ethical issues facing institutions that deliver online courses for
credit. Be prepared to discuss.
Activities
· Discussions
Evaluation
· Assignment 5: Designing and Developing an E-Learning
Course – Part 3
20
200
11
Preparation
· Reading(s): None
Activities
· Discussions
Evaluation
· None
20
GRADING SCALE – GRADUATE

Assignment
Total Points
% of
Grade
Assignment 1: e-Learning
120
12%
Assignment 2: Using and Applying Badrul Khan’s Web-based
Framework
120
12%
Assignment 3: Proposed Course for Development – Part 1
140
14%
Assignment 4: Designing and Developing an e-Learning Course
– Part 2
200
20%
– Part 3
200
20%
Participation (22 discussions worth 10 points apiece)
220
22%
Totals
1,000
100%
Points
Percentage
Grade
900 – 1,000
90% – 100%
A

800 – 899
80% – 89%
B
700 – 799
70% – 79%
C
Below 700
Below 70%
F
EDU 522 – Theory and Practice of e-Learning
© 2019 Strayer University. All Rights Reserved. This document
contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or
otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
EDU 522 Student Version 1146 (05-16-2019)Page 26 of 26
Due Week 3 and worth120 points
Write a four to six (4-6) page paper in which you:
1. Define e-Learning.
2. Summarize at least five (5) significant developments in e-
Learning over the past ten (10) years.
3. Evaluate at least three (3) three (3) primary benefits of
providing and offering high-quality online training, courses and
programs to employees and learners in businesses, K-12
schools, or institutions of higher education.
4. Analyze at least three (3) primary reasons some businesses,
K-12 schools, or institutions of higher education are hesitant or
choose not to offer full online courses and programs.
5. Predict the extent to which e-Learning will replace the

traditional face-to-face learning in K-12 and higher educational
settings.
6. Recommend at least three ways technology will be needed to
support and sustain the e-Learning process.
7. Provide at least five (5) academic references (published
within the last five [5] years) to support your paper.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size
12), with one-inch margins on all sides; citations and references
must follow APA. Check with your professor for any additional
instructions.
· Include a cover page containing the title of the assignment, the
student’s name, the professor’s name, the course title, and the
date. The cover page and the reference page are not included in
the required assignment page length.
The specific course learning outcomes associated with this
assignment are:
· Explain the factors that contribute to the evolution of e-
Learning.
· Analyze different needs of e-Learning in educational and non-
educational settings.
· Use technology and information resources to research issues in
theory and practice of e-Learning.
· Write clearly and concisely about theory and practice of e-
Grading for this assignment will be based on answer quality,
logic/organization of the paper, and language and writing skills,
using the following rubric.
Points: 120
Criteria
Unacceptable
Below 70% F

Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Define e-Learning.
Weight: 5%
Did not submit or incompletely defined e-Learning.
Partially defined e-Learning.
Satisfactorily defined e-Learning.
Thoroughly defined e-Learning.
2. Summarize at least five (5) significant developments in e-
Learning over the past ten (10) years.
Weight: 25%
Did not submit or incompletely summarized at least five (5)
significant developments in e-Learning over the past ten (10)
years.
Partially summarized at least five (5) significant developments
in e-Learning over the past ten (10) years.
Satisfactorily summarized at least five (5) significant
developments in e-Learning over the past ten (10) years.
Thoroughly summarized at least five (5) significant
developments in e-Learning over the past ten (10) years.
3. Evaluate at least three (3) primary benefits of providing and
offering high-quality online training, courses, and programs to
employees and learners in businesses, K-12 schools, or
institutions of higher education.
Weight: 15%
Did not submit or incompletely evaluated at least three (3)
primary benefits of providing and offering high-quality online
training, courses, and programs to employees and learners in
businesses, K-12 schools, or institutions of higher education.
Partially evaluated at least three (3) primary benefits of
providing and offering high-quality online training, courses, and

Satisfactorily evaluated at least three (3) primary benefits of
Thoroughly evaluated at least three (3) primary benefits of
4. Analyze at least three (3) primary reasons some businesses,
K-12 schools, or institutions of higher education are hesitant or
choose not to offer full online courses and programs.
Weight: 15%
Did not submit or incompletely analyzed at least three (3)
primary reasons some businesses, K-12 schools, or institutions
of higher education are hesitant or choose not to offer full
online courses and programs.
Partially analyzed at least three (3) primary reasons some
businesses, K-12 schools, or institutions of higher education are
hesitant or choose not to offer full online courses and programs.
Satisfactorily analyzed at least three (3) primary reasons some
Thoroughly analyzed at least three (3) primary reasons some
5. Predict the extent to which e-Learning will replace the
traditional face-to-face learning in K-12 and higher educational
settings.
Weight: 10%
Did not submit or incompletely predicted the extent to which e-
Learning will replace the traditional face-to-face learning in K-
12 and higher educational settings.
Partially predicted the extent to which e-Learning will replace
the traditional face-to-face learning in K-12 and higher

Satisfactorily predicted the extent to which e-Learning will
replace the traditional face-to-face learning in K-12 and higher
Thoroughly predicted the extent to which e-Learning will
replace the traditional face-to-face learning in K-12 and higher
6. Recommend at least three (3) ways technology will be needed
to support and sustain the e-Learning process.
Weight: 15%
Did not submit or incompletely recommended at least three (3)
ways technology will be needed to support and sustain the e-
Learning process.
Partially recommended at least three (3) ways technology will
be needed to support and sustain the e-Learning process.
Satisfactorily recommended at least three (3) ways technology
will be needed to support and sustain the e-Learning process.
Thoroughly recommended at least three (3) ways technology
will be needed to support and sustain the e-Learning process.
7. Provide at least five (5) academic references (published
within the last five [5] years) to support your paper.
Weight: 5%
No references provided
Does not meet the required number of references; some or all
references poor quality choices.
Meets number of required references; all references high-quality
choices.
Exceeds number of required references; all references high-
quality choices.
8. Clarity, writing mechanics, and formatting requirements
Weight: 10%
More than 6 errors present
5-6 errors present
3-4 errors present
0-2 errors present

Framework
Due Week 5 and worth 120 points
Use and apply Badrul Khan’s Web-based Framework to evaluate
an online course offered by a corporate organization for training
purposes, academic course, or a virtual high school course.
While you are navigating the course of your choice, answer the
questions outlined in the “Matrix for Evaluation of E-Learning
Course” that is located in the course shell.
After answering and commenting on each question in the
matrix, write a four to six (4-6) page paper in which you
address this question thoroughly: To what extent does the
course meet the nine (9) dimensions of Khan’s Web-based
Framework?
Preparation. Review Badrul Khan’s Web-based Framework
located at:
https://webserver.ignou.ac.in/institute/STRIDE_Hb8_webCD/ST
RIDE_Hb8_Full.pdf.
1. Answer the questions in the matrix about the selected course.
(Access the list of questions in the course shell.)
2. Describe and evaluate the selected online course offered by a
corporate organization for training purposes, academic
institution, or a virtual high school, including: (a) type of
course, (b) length, (c) target learners, and (d) delivery
method(s) (text, audio, video lecture, etc.).
institution, or a virtual high school, including: (a) interactivity,
(b) types of communication between instructor and students, (c)
collaboration opportunities, and (d) two (2) other key features.
4. Evaluate the selected online course using nine (9) dimensions
of Khan’s Web-based Framework.

instructions.
date. The cover page, responses to the questions, and the
reference page are not included in the required assignment page
length.
· Put the matrix with the questions and your answers in to the
paper as an appendix.
assignment are:
· Analyze design and instructional concepts of e-Learning.
· Describe the unique needs and challenges of virtual learners.
· Explain the ethical considerations of e-Learning.
Points: 120
Framework
Criteria
Unacceptable
Below 70% F
Fair
70-79% C

Proficient
80-89% B
Exemplary
90-100% A
1. Answer the questions in the matrix about the selected course.
Weight: 20%
Did not submit or incompletely answered the questions in the
matrix about the selected course.
Partially answered the questions in the matrix about the selected
course.
Satisfactorily answered the questions in the matrix about the
selected course.
Thoroughly answered the questions in the matrix about the
selected course.
2. Describe and evaluated the selected online course offered by
a corporate organization for training purposes, academic
institution, or a virtual high school, including: (a) type of
course, (b) length, (c) target learners, and (d) delivery
Weight: 20%
Did not submit or incompletely described and evaluated the
selected online course offered by a corporate organization for
training purposes, academic institution, or a virtual high school,
including: (a) type of course, (b) length, (c) target learners, and
(d) delivery method(s) (text, audio, video lecture, etc.).
Partially described and evaluated the selected online course
offered by a corporate organization for training purposes,
academic institution, or a virtual high school, including: (a)
type of course, (b) length, (c) target learners, and (d) delivery
Satisfactorily described and evaluated the selected online course
Thoroughly described and evaluated the selected online course

institution, or a virtual high school, including: (a) interactivity,
(b) types of communication between instructor and students,
(c) collaboration opportunities, (d) two (2) other key features.
Weight: 25%
Did not submit or incompletely described and evaluated the
selected online course offered by a corporate organization for
training purposes, academic institution, or a virtual high school,
including: (a) interactivity, (b) types of communication
between instructor and students, (c) collaboration opportunities,
(d) two (2) other key features.
Partially described and evaluated the selected online course
interactivity, (b) types of communication between instructor
and students, (c) collaboration opportunities, (d) two (2) other
key features.
Satisfactorily described and evaluated the selected online course
key features.
Thoroughly described and evaluated the selected online course
key features.
4. Evaluate the selected online course using nine (9) dimensions
of Khan’s Web-based Framework.

Weight: 25%
Did not submit or incompletely evaluated the selected online
course using nine (9) dimensions of Khan’s Web-based
Framework.
Partially evaluated the selected online course using nine (9)
dimensions of Khan’s Web-based Framework.
Satisfactorily evaluated the selected online course using nine
(9) dimensions of Khan’s Web-based Framework.
Thoroughly evaluated the selected online course using nine (9)
dimensions of Khan’s Web-based Framework.
Weight: 10%
5-6 errors present
3-4 errors present
0-2 errors present
Due Week 6 and worth 140 points.
Preparation
Go to the Course sites Website and go through the tutorial. You
will use this Website to create your course:
https://www.coursesites.com/webapps/Bb-sites-course-creation-
BBLEARN/pages/getstarted.html. For Part 2, you will develop
the first three (3) weeks of your course. So, you should become
familiar with this Website as soon as possible. Additional links
and tutorials may be available in the course shell.
1. Provide a description of a course that you plan to develop for
this class, including at least three (3) goals of the course.
2. Describe the target learners, discussing at least three (3)
unique needs and / or challenges the online learners face.
3. Develop six (6) learning outcomes for the course.

4. Propose the primary learning theory or theories you plan to
apply to ensure students achieve the outcomes, providing a
rationale for the theory or theories.
5. Propose three (3) ways you plan to motivate students in the
online environment, providing a rationale for each way.
6. Provide at least three (3) academic references (published
within the last five [5] years) to support your proposal.
Note: You instructor will provide feedback and inform you of
his or her approval and of any recommendations for changes.
instructions.
assignment are:
· Describe the unique needs and challenges of virtual learners.
· Design an online learning experience.
· Plan the resources required to support an online learning
experience.
Points: 140

Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
this class, including at least three (3) goals of the course.
Weight: 15%
Did not submit or incompletely provided a description of a
course that you plan to develop for this class, including at least
three (3) goals of the course.
Partially provided a description of a course that you plan to
develop for this class, including at least three (3) goals of the
course.
Satisfactorily provided a description of a course that you plan to
course.
Thoroughly provided a description of a course that you plan to
course.
unique needs and / or challenges the online learners face.
Weight: 20%
Did not submit or incompletely described the target learners,
discussing at least three (3) unique needs and / or challenges the
online learners face.
Partially described the target learners, discussing at least three
(3) unique needs and / or challenges the online learners face.
Satisfactorily described the target learners, discussing at least
three (3) unique needs and / or challenges the online learners
face.
Thoroughly described the target learners, discussing at least

three (3) unique needs and / or challenges the online learners
face.
3. Develop six (6) relevant learning outcomes for the course.
Weight: 20%
Did not submit or incompletely developed six (6) relevant
learning outcomes for the course.
Partially developed six (6) relevant learning outcomes for the
course.
Satisfactorily developed six (6) relevant learning outcomes for
the course.
Thoroughly developed six (6) relevant learning outcomes for the
course.
apply to ensure students achieve the outcomes, providing a
Weight: 15%
Did not submit or incompletely proposed the primary learning
theory or theories you plan to apply to ensure students achieve
the outcomes; did not submit or incompletely provided a
Partially proposed the primary learning theory or theories you
plan to apply to ensure students achieve the outcomes; partially
provided a rationale for the theory or theories.
Satisfactorily proposed the primary learning theory or theories
you plan to apply to ensure students achieve the outcomes;
satisfactorily provided a rationale for the theory or theories.
Thoroughly proposed the primary learning theory or theories
you plan to apply to ensure students achieve the outcomes;
thoroughly provided a rationale for the theory or theories.
online environment, providing a rationale for each way.
Weight: 15%
Did not submit or incompletely proposed three (3) ways you
plan to motivate students in the online environment; did not
submit or incompletely provided a rationale for each way.

Partially proposed three (3) ways you plan to motivate students
in the online environment; partially provided a rationale for
each way.
Satisfactorily proposed three (3) ways you plan to motivate
students in the online environment; satisfactorily provided a
rationale for each way.
Thoroughly proposed three (3) ways you plan to motivate
students in the online environment; thoroughly provided a
within the last five [5] years) to support your proposal.
Weight: 5%
No references provided-.
Does not meet the required number of references; some or all
references poor quality choices.
Meets number of required references; all references high-
quality choices.
Exceeds number of required references; all references high-
quality choices.
Weight: 10%
5-6 errors present
3-4 errors present
0-2 errors present
– Part 2
Preparation
Go to the Course sites Website and go through the tutorials to
help familiarize yourself with Blackboard. Additional links and
tutorials may be available in the course shell. You will use this
Website to create your course.

BBLEARN/pages/getstarted.html
Scenario: In this assignment, you are required to design,
develop, and implement a mini-online, six (6) week course,
using the Course Management System (CMS), Blackboard. The
subject matter of the course must be approved by the class
instructor provided in feedback of Assignment 3: Proposed
Course for Development Part 1.
Part A Course Content – Described
1. Revise Assignment 3 based on feedback from your professor.
2. Name the course and provide an ID.
3. Provide a course description with three (3) goals and a
welcoming announcement.
4. List one (1) or two (2) required instructional materials for the
course and at least three (3) supplemental materials (in APA
format), providing a rationale for each.
5. List three to five (3-5) learning outcomes for the first three
(3) weeks of instruction.
6. Recommend three to four (3-4) instructional strategies to be
used in the course, providing a rationale for each.
7. Design a weekly schedule for these first three (3) weeks that
includes: (a) Topic(s) and (b) learning outcomes that are aligned
with the topics.
8. Include in the weekly schedule (a) two (2) discussion
questions for each of the three (3) weeks and (b) required
activities.
9. List two (2) assignments: (a) a five (5) -question quiz and (b)
a writing assignment.
Your written assignment must follow these formatting
requirements:

instructions.
Part B Blackboard Shell – Developed
Directions:
· Go to coursesites.com.
· Click on the Sign Up link (top right corner) and choose option
“As Instructor.”
· Complete the Sign Up process.
· Choose Create New Course.
11. Name the course (e.g., John Smith_Introduction to Social
Science).
12. Provide Course ID (e.g., JohnSmith_ISS100).
13. Provide a course description with three (3) goals.
Directions:
· In the Enrollment Options, select the option “Instructor-
Controlled”
· Click on the link “Save and Continue” link (green color)
· Skip Invite Students. Click on Customize Course link (green
color)
14. Provide a welcoming announcement on the Home Page in
the course site you just created by clicking on the “more
announcements” link at the bottom of box titled “My
Announcement.”
15. Build three (3) content areas using the Content area in the

main menu on the left side of the screen: (hover mouse over “+”
> click on Content Area), naming the content areas: Week1
Content, Week 2 Content and Week 3 Content (Make sure you
check the box “Available to users.”).
16. Create one item in each content area that has an attached
three to four (3-4) completed PowerPoints slides pertaining to
the content of your mini-course.
Directions:
· Go to the Information link (Left Course Menu) and create the
required course elements listed next:
17. List the one or two (1 or 2) required instructional materials
and at least three (3) supplemental materials. Name this item
“Instructional and Supplemental Materials.”
(3) weeks of instruction. Name this item “Learning Outcomes:
Weeks 1-3.”
19. Build a weekly schedule for these three (3) weeks that
includes: (a) topic(s) and (b) learning outcomes that are aligned
with these topics. Name this item “Weekly Schedule: Weeks 1-
3.”
Directions:
· Go to the Discussions area in the left course Menu.
20. Create a Forum in the Discussions area and name it Week 1-
3 Discussion.
21. Post two (2) discussion questions by creating a new thread
for each question.
Directions:
· Create another Content Area (hover mouse over “+” > click on
Content Area) in the Left Course Menu and name it
Assessments (Make sure you check the box “Available to
users.”). Then use the Assessments drop down menu to create a

quiz by choosing Test and a writing assignment by choosing
Assignment.
22. Create: (a) a five (5) question quiz and (b) a writing
assignment in the Assessments link.
assignment are:
experience.
Points: 200
– Part 2
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A

1. Revise Assignment 3 based on feedback from your professor.
Weight: 5%
Did not submit or incompletely revised Assignment 3 based on
feedback from your professor.
Partially revised Assignment 3 based on feedback from your
professor.
Satisfactorily revised Assignment 3 based on feedback from
your professor.
Thoroughly revised Assignment 3 based on feedback from your
professor.
2. Name the course and provide an ID.
Weight: 2%
Did not submit or incompletely named the course and did not
submit or incompletely provided an ID.
Partially named the course and partially provided an ID.
Satisfactorily named the course and satisfactorily provided an
ID.
Thoroughly named the course and thoroughly provided an ID.
3. Provided a course description with three (3) goals and a
welcoming announcement.
Weight: 3%
Did not submit or incompletely provided a course description
with three (3) goals and a welcoming announcement.
Partially provided a course description with three (3) goals and
a welcoming announcement.
Satisfactorily provided a course description with three (3) goals
and a welcoming announcement.
Thoroughly provided a course description with three (3) goals
and a welcoming announcement.
4. List one or two (1 or 2) required instructional materials for
the course and at least three (3) supplemental materials (in APA
format), providing a rationale for each.
Weight: 5%
Did not submit or incompletely listed one or two (1 or 2)
required instructional materials for the course and at least three

(3) supplemental materials (in APA format); did not submit or
incompletely provided a rationale for each.
Partially listed one or two (1 or 2) required instructional
materials for the course and at least three (3) supplemental
materials (in APA format); partially provided a rationale for
each.
Satisfactorily listed one or two (1 or 2) required instructional
materials (in APA format); satisfactorily provided a rationale
for each.
Thoroughly listed one or two (1 or 2) required instructional
materials (in APA format); thoroughly provided a rationale for
each.
Weight: 5%
Did not submit or incompletely listed three to five (3-5)
learning outcomes for the first three (3) weeks of instruction.
Partially listed three to five (3-5) learning outcomes for the first
three (3) weeks of instruction.
Satisfactorily listed three to five (3-5) learning outcomes for the
first three (3) weeks of instruction.
Thoroughly listed three to five (3-5) learning outcomes for the
first three (3) weeks of instruction.
6. Recommend three to four (3-4) instructional strategies to be
used in the course, providing a rationale for each.
Weight: 6%
Did not submit or incompletely recommended three to four (3-4)
instructional strategies to be used in the course; did not submit
or incompletely provided a rationale for each.
Partially recommended three to four (3-4) instructional
strategies to be used in the course; partially provided a rationale
for each.
Satisfactorily recommended three to four (3-4) instructional
strategies to be used in the course; satisfactorily provided a

rationale for each.
Thoroughly recommended three to four (3-4) instructional
strategies to be used in the course; thoroughly provided a
rationale for each.
7. Design a weekly schedule for these first three (3) weeks that
with the topics.
Weight: 6%
Did not submit or incompletely designed a weekly schedule for
these first three (3) weeks that includes: (a) topic(s) and (b)
learning outcomes that are aligned with the topics.
Partially designed a weekly schedule for these first three (3)
weeks that includes: (a) topic(s) and (b) learning outcomes that
are aligned with the topics.
Satisfactorily designed a weekly schedule for these first three
(3) weeks that includes: (a) topic(s) and (b) learning outcomes
that are aligned with the topics.
Thoroughly designed a weekly schedule for these first three (3)
weeks that includes: (a) topic(s) and (b) learning outcomes that
are aligned with the topics.
activities.
Weight: 5%
Did not submit or incompletely included in the weekly schedule
(a) two (2) discussion questions for each of the three (3) weeks
and (b) required activities.
Partially included in the weekly schedule (a) two (2) discussion
activities.
Satisfactorily included in the weekly schedule (a) two (2)
discussion questions for each of the three (3) weeks and (b)
required activities.

Thoroughly included in the weekly schedule (a) two (2)
9. List two (2) assignments: (a) a five (5) -question quiz and (b)
a writing assignment. Weight: 5%
Did not submit or incompletely listed two (2) assignments: (a) a
five (5) -question quiz and (b) a writing assignment.
Partially listed two (2) assignments: (a) a five (5) -question quiz
and (b) a writing assignment.
Satisfactorily listed two (2) assignments: (a) a five (5) -question
quiz and (b) a writing assignment.
Thoroughly listed two (2) assignments: (a) a five (5) -question
quiz and (b) a writing assignment.
Weight: 10%
5-6 errors present
3-4 errors present
0-2 errors present
Part B Blackboard Shell– Developed
11. Name the course (e.g., John Smith_Introduction to Social
Science).
Weight: 2%
Did not submit or incompletely named the course.
Partially named the course.
Satisfactorily named the course.
Thoroughly named the course.
12. Provide a Course ID (e.g., JohnSmith_ISS100).
Weight: 2%
Did not submit or incompletely provided a course ID.
Partially provided a course ID.

Satisfactorily provided a course ID.
Thoroughly provided a course ID.
13. Provide a course description with three (three) goals.
Weight: 5%
Did not submit or incompletely provided a course description
with three (3) goals.
Partially provided a course description with three (3) goals.
Satisfactorily provided a course description with three (3)
goals.
Thoroughly provided a course description with three (3) goals.
14. Provide a welcoming announcement on the Home Page in
the course site you just created by clicking on the “more
Announcement.”
Weight: 3%
Did not submit or incompletely provided a welcoming
announcement on the home page in the course site you just
created by clicking on the “more announcements” link at the
bottom of box titled “My Announcement.”
Partially provided a welcoming announcement on the home page
in the course site you just created by clicking on the “more
Announcement.”
Satisfactorily provided a welcoming announcement on the home
page in the course site you just created by clicking on the “more
Announcement.”
Thoroughly provided a welcoming announcement on the home
page in the course site you just created by clicking on the “more
Announcement.”
15. Build three (3) content areas using the Content area in the
main menu on the left side of the screen: (hover mouse over “+”
> click on Content Area), naming the content areas: Week1
Content, Week 2 Content and Week 3 Content).
Weight: 6%

Did not submit or incompletely built three (3) content folders
using the Content link in the main menu on the left side of the
screen: (hover mouse over “+” > click on Content Area),
naming the content areas: Week1 Content, Week 2 Content and
Week 3 Content)..
Partially built three (3) content folders using the Content link in
the main menu on the left side of the screen: (hover mouse over
“+” > click on Content Area), naming the content areas: Week1
Content, Week 2 Content and Week 3 Content).
Satisfactorily built three (3) content folders using the Content
link in the main menu on the left side of the screen: ((hover
mouse over “+” > click on Content Area), naming the content
areas: Week1 Content, Week 2 Content and Week 3 Content).
Thoroughly built three (3) content folders using the Content
link in the main menu on the left side of the screen: (hover
mouse over “+” > click on Content Area), naming the content
areas: Week1 Content, Week 2 Content and Week 3 Content).
16. Create one (1) item in each folder that has an attached three
to four (3-4) completed power points slides pertaining to the
content of your mini-course.
Weight:6%
Did not submit or incompletely created one (1) item in each
folder that has an attached three to four (3-4)completed power
points slides pertaining to the content of your mini-course.
Partially created one (1) item in each folder that has an attached
three to four (3-4)completed power points slides pertaining to
the content of your mini-course.
Satisfactorily created one (1) item in each folder that has an
attached three to four (3-4)completed power points slides
pertaining to the content of your mini-course.
Thoroughly created one (1) item in each folder that has an
attached three to four (3-4)completed power points slides
pertaining to the content of your mini-course.
17 List the one or two (1 or 2) required instructional materials
and at least three (3) supplemental materials, naming it
“Instructional and Supplemental Materials.”

Weight: 2%
Did not submit or incompletely listed the one or two (1 or 2)
required instructional materials and at least three (3)
supplemental materials, naming it “Instructional and
Supplemental Materials.”
Partially listed the one or two (1 or 2) required instructional
materials and at least three (3) supplemental materials, naming
it “Instructional and Supplemental Materials.”
Satisfactorily listed the one or two (1 or 2) required
instructional materials and at least three (3) supplemental
materials, naming it “Instructional and Supplemental
Materials.”
Thoroughly listed the one or two (1 or 2) required instructional
materials and at least three (3) supplemental materials, naming
it “Instructional and Supplemental Materials.”
18. List three to five (5) learning outcomes for the first three
(3) weeks of instruction, naming it “Learning Outcomes: Weeks
1-3.”
Weight: 5%
Did not submit or incompletely listed three to five (5) learning
outcomes for the first three (3) weeks of instruction, naming it
“Learning Outcomes: Weeks 1-3.”
Partially listed three to five (5) learning outcomes for the first
three (3) weeks of instruction, naming it “Learning Outcomes:
Weeks 1-3.”
Satisfactorily listed three to five (5) learning outcomes for the
first three (3) weeks of instruction, naming it “Learning
Outcomes: Weeks 1-3.”
Thoroughly listed three to five (5) learning outcomes for the
first three (3) weeks of instruction, naming it “Learning
Outcomes: Weeks 1-3.”
19. Build a weekly schedule for the three (3) weeks that
with these topics, naming it “Weekly Schedule: Weeks 1-3.”
Weight: 6%
Did not submit or incompletely built a weekly schedule for the

three (3) weeks that includes: (a) topic(s) and (b) learning
outcomes that are aligned with these topics, naming it “Weekly
Schedule: Weeks 1-3.”
Partially built a weekly schedule for the three (3) weeks that
Satisfactorily built a weekly schedule for the three (3) weeks
that includes: (a) topic(s) and (b) learning outcomes that are
aligned with these topics, naming it “Weekly Schedule: Weeks
1-3.”
Thoroughly built a weekly schedule for the three (3) weeks that
20. Create a Forum in the Discussions area and name it Week 1-
3 Discussion.
Weight:2%
Did not submit or incompletely created a Forum in the
Discussions area and name it Week 1-3 Discussion.
Partially created a Forum in the Discussions area and name it
Week 1-3 Discussion.
Satisfactorily created a Forum in the Discussions area and name
it Week 1-3 Discussion.
Thoroughly created a Forum in the Discussions area and name it
Week 1-3 Discussion.
21. Post two (2) discussion questions by creating a new thread
for each question.
Weight: 4%
Did not submit or incompletely posted two (2) discussion
questions by creating a new thread for each question.
Partially posted two (2) discussion questions by creating a new
thread for each question.
Satisfactorily posted two (2) discussion questions by creating a
new thread for each question.

Thoroughly posted two (2) discussion questions by creating a
new thread for each question.
22. Create: (a) a five (5) question quiz and (b) a writing
Weight: 5%
Did not submit or incompletely created: (a) a five (5) question
quiz and (b) a writing assignment in the Assessments link.
Partially created: (a) a five (5) question quiz and (b) a writing
Satisfactorily created: (a) a five (5) question quiz and (b) a
writing assignment in the Assessments link.
Thoroughly created: (a) a five (5) question quiz and (b) a
writing assignment in the Assessments link.
– Part 3
This is a continuation of assignment 4.
Preparation
Go to the Course sites Website and go through the tutorials.
You will use this Website to create your course.
BBLEARN/pages/getstarted.html
Write a five to six (5-6) page paper in which you:
Part A Course Content - Described
1. List the three to five (5) learning outcomes for Weeks 4-6 of
instruction.
2. Design a weekly schedule for Weeks 4-6 of instruction that
includes: (a) Topic(s) and (b) learning outcomes that are aligned
with the topics.

activities.
4. List two (2) assignments: (a) an essay test with three (3)
questions and (b) a writing assignment.
5. Discuss at least two (2) challenges and two (2) benefits with
the process of designing and developing this mini online course.
7. Build content areas for Weeks 4-6 of instruction in the course
shell. (Note: Each content area must include at least one item
that has 3-4 completed power points slides pertaining to the
content and knowledge domain of your mini-course. Use the
steps listed Week 4-Part A to complete this task.)
8. List three to five (3-5) learning outcomes for the last three
(3) weeks of instruction. (Use the steps listed from Week 4-Part
A to complete this task.)
9. Build in the weekly schedule for Weeks 4-6 of instruction
that includes: (a) Topic(s) and (b) learning outcomes that are
aligned with these topics. Use the steps listed from Week 4-Part
A to complete this task.
10. Create a new forum and name it Weeks 4-6 Discussion
Forum.
11. Provide (a) two (2) discussion questions based on the
information presented for Weeks 4-6 and (b) required activities
in the weekly schedule. (Post the two (2) discussion questions
by creating a new thread for each question.)
12. Develop three (3) essay questions by creating an assignment
in the Assessments link (Left Course Menu) based on the
content from Weeks 4-6. Use the steps listed from Week 4-Part
A to complete this task.
13. Develop the Gradebook, ensuring that all the assignments,
discussions, and quizzes are included with the appropriate
points and possible weight. (Control Panel>Grade Center>Full
Grade Center.)
Your written assignment must follow these formatting
requirements:

instructions.
assignment are:
experience.
Points: 200
Assignment 5: Designing and Developing an e-Learning Course-
Part 3
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A

1. List the three to five (3-5) learning outcomes for Weeks 4-6
of instruction.
Weight: 5%
Did not submit or incompletely listed the three to five (3-5)
learning outcomes for Weeks 4-6 of instruction.
Partially listed the three to five (3-5) learning outcomes for
Weeks 4-6 of instruction.
Satisfactorily listed the three to (3-5) learning outcomes for
Weeks 4-6 of instruction.
Thoroughly listed the three to five (3-5) learning outcomes
for Weeks 4-6 of instruction.
2. Design a weekly schedule for Weeks 4-6 of instruction that
with the topics.
Weight: 5%
Did not submit or incompletely designed a weekly schedule for
Weeks 4-6 of instruction that includes: (a) topic(s) and (b)
learning outcomes that are aligned with the topics.
Partially designed a weekly schedule for Weeks 4-6 of
instruction that includes: (a) topic(s) and (b) learning outcomes
Satisfactorily designed a weekly schedule for Weeks 4-6 of
Thoroughly designed a weekly schedule for Weeks 4-6 of
activities.
Weight: 10%
Did not submit or incompletely included in the weekly schedule
(a) two (2) discussion questions for each of the three (3) weeks

and (b) required activities.
Partially included in the weekly schedule (a) two (2) discussion
activities.
Satisfactorily included in the weekly schedule (a) two (2)
Thoroughly included in the weekly schedule (a) two (2)
4. List two (2) assignments: (a) an essay test with three (3)
questions and (b) a writing assignment.
Weight: 5%
Did not submit or incompletely listed two (2) assignments: (a)
an essay test with three (3) questions and (b) a writing
assignment.
Partially listed two (2) assignments: (a) an essay test with three
(3) questions and (b) a writing assignment.
Satisfactorily listed two (2) assignments: (a) an essay test with
three (3) questions and (b) a writing assignment.
Thoroughly listed two (2) assignments: (a) an essay test with
three (3) questions and (b) a writing assignment.
5. Discuss at least two (2) challenges and two (2) benefits with
the process of designing and developing this mini online course.
Weight: 15%
Did not submit or incompletely discussed at least two (2)
challenges and two (2) benefits with the process of designing
and developing this mini online course.
Partially discussed at least two (2) challenges and two (2)
benefits with the process of designing and developing this mini
online course.
Satisfactorily discussed at least two (2) challenges and two (2)
online course.
Thoroughly discussed at least two (2) challenges and two (2)

online course.
Weight: 10%
5-6 errors present
3-4 errors present
0-2 errors present
7. Build content areas for Weeks 4-6 of instruction in the course
shell. (Note: Each folder must include at least one item that has
3-4 completed power points slides.)
Weight: 10%
Did not submit or incompletely built content areas for Weeks 4-
6 of instruction in the course shell.
Partially built content areas for Weeks 4-6 of instruction in the
course shell.
Satisfactorily built content areas for Weeks 4-6 of instruction in
the course shell.
Thoroughly built content areas for Weeks 4-6 of instruction in
the course shell.
8. List three to five (3-5) learning outcomes for the last three
Weight:5%
Did not submit or incompletely listed three to five (3- 5)
learning outcomes for the last three (3) weeks of instruction.
Partially listed three to five (3-5) learning outcomes for the last
three (3) weeks of instruction.
Satisfactorily listed three to five (3-5) learning outcomes for the
last three (3) weeks of instruction.
Thoroughly listed three to five (3-5) learning outcomes for the
last three (3) weeks of instruction.
9. Build in the weekly schedule for Weeks 4-6 of instruction

that includes: (a) topic(s) and (b) learning outcomes that are
aligned with these topics.
Weight: 10%
Did not submit or incompletely built in the weekly schedule for
Weeks 4-6 of instruction that includes: (a) topic(s) and (b)
learning outcomes that are aligned with these topics.
Partially built in the weekly schedule for Weeks 4-6 of
that are aligned with these topics.
Satisfactorily built in the weekly schedule for Weeks 4-6 of
Thoroughly built in the weekly schedule for Weeks 4-6 of
10. Create a new forum and name it Weeks 4-6 Discussion
Forum.
Weight: 5%
Did not submit or incompletely created a new forum and did not
submit or incompletely named it Weeks 4-6 Discussion Forum.
Partially created a new forum and partially named it Weeks 4-6
Discussion Forum.
Satisfactorily created a new forum and satisfactorily named it
Weeks 4-6 Discussion Forum.
Thoroughly created a new forum and thoroughly named it
Weeks 4-6 Discussion Forum.
11. Provide (a) two (2) discussion questions based on the
in the weekly schedule. (Post the two (2) discussion questions
by creating a new thread for each question.)
Weight: 5%
Did not submit or incompletely provided (a) two (2) discussion
questions based on the information presented for Weeks 4-6 and
(b) required activities in the weekly schedule.
Partially provided (a) two (2) discussion questions based on the

in the weekly schedule.
Satisfactorily provided (a) two (2) discussion questions based
on the information presented for Weeks 4-6 and (b) required
activities in the weekly schedule.
Thoroughly provided (a) two (2) discussion questions based on
the information presented for Weeks 4-6 and (b) required
activities in the weekly schedule.
12. Develop three (3) essay questions by creating an assignment
in the Assessments link based on the content from Weeks 4-6.
Weight: 5%
Did not submit or incompletely developed three (3) essay
questions by creating an assignment in the Assessments link
based on the content from Weeks 4-6.
Partially developed three (3) essay questions by creating an
assignment in the Assessments link based on the content from
Weeks 4-6.
Satisfactorily developed three (3) essay questions by creating an
Weeks 4-6.
Thoroughly developed three (3) essay questions by creating an
Weeks 4-6.
13. Develop the Gradebook, ensuring that all the assignments,
points and possible weight.
Weight: 10%
Did not submit or incompletely developed the Gradebook; did
not submit or incompletely ensured that all the assignments,
points and possible weight.
Partially developed the Gradebook; insufficiently ensured that
all the assignments, discussions, and quizzes are included with
the appropriate points and possible weight.
Satisfactorily developed the Gradebook; partially ensured that
all the assignments, discussions, and quizzes are included with
the appropriate points and possible weight.

Thoroughly developed the Gradebook; satisfactorily ensured
that all the assignments, discussions, and quizzes are included
with the appropriate points and possible weight.
EDU 522 – Assignments and Rubrics
Weekly Course Schedule
The purpose of the course schedule is to give you, at a glance,
the required preparation, activities, and evaluation components
of your course. For more information about your course,
whether on-ground or online, access your online course shell.
The expectations for a 4.5 credit hour course are for students to
spend 13.5 hours in weekly work. This time estimate includes
preparation, activities, and evaluation regardless of the delivery
mode.
Instructional Materials
In order to be fully prepared, obtain a copy of the required
textbooks and other instructional materials prior to the first day
of class. When available, Strayer University provides a link to
the first three (3) chapters of your textbook(s) in eBook format.
Check your online course shell for availability.
Review the online course shell or check with your professor to
determine whether Internet-based assignments and activities are
used in this course.
Strayer students are encouraged to purchase their course
materials through our designated Strayer Bookstore.
http://www.strayerbookstore.com If a lab is required for the
course, the Strayer Bookstore is the only vendor that sells the
correct registration code so that Strayer students may access
labs successfully.
Discussions
To earn full credit in an online threaded discussion, students
must have one original post and a minimum of one other post
per discussion thread.

Please note: Material in the online class will be made available
on the previous Thursday. As it is always possible that students
could lose their work due to unforeseen circumstances, it is a
best practice to routinely save a working draft in a separate file
before posting in the course discussion area.
Professors hold discussions during class time for on-ground
students. Check with your professor if any additional discussion
participation is required in the online course shell outside of
class hours.
Assignments
A standardized performance grading rubric is a tool your
professor will use to evaluate your written assignments. Review
the rubric before submitting assignments that have grading
rubrics associated with them to ensure you have met the
performance criteria stated on the rubric.
Grades are based on individual effort. There is no group
grading; however, working in groups in the online or on-ground
classroom is acceptable.
Assignments for online students are always submitted through
the online course shell. On-ground professors will inform
students on how to submit assignments, whether in paper format
or through the online course shell.
Resources
The Resource Center navigation button in the online course
shell contains helpful links. Strayer University Library
Resources are available here as well as other important
information. You should review this area to find resources and
answers to common questions.
Technical support is available for the following:
· For technical questions, please contact Strayer Online
Technical Support by logging in to your iCampus account at
https://icampus.strayer.edu/login and submitting a case under
“Student Center,” then “Submit Help Ticket.” If you are unable
to log in to your iCampus account, please contact Technical

Support via phone at (877) 642-2999.
· For concerns with your class, please access the
Solution
Center by logging in to your iCampus account at
https://icampus.strayer.edu/login and submitting a case under
“Student Center,” then “Submit Help Ticket.” If you are unable
to log in to your iCampus account, please contact the IT Help
Desk at (866) 610-8123 or at mailto:[email protected].
· SafeAssign is an online tool to assess the originality of
student written work.

Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsELM-570ELM-570-O500Clinical Field
Experience A: Observing Student Engagement in Science and
Health25.0CriteriaPercentageNo Submission
(0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable
(87.00%)Target (100.00%)CommentsPoints
EarnedContent100.0%Observation Notes30.0%Not addressed.
Observation notes are lacking and/or missing documentation of
science instruction, including opportunities to reflect on prior
knowledge, cultural relevance, and academic
language.Observation notes are lacking detail in the
documentation of science instruction, including opportunities to
reflect on prior knowledge, cultural relevance, and academic
language.Observation notes are complete and demonstrate

adequate documentation of science instruction, including
opportunities to reflect on prior knowledge, cultural relevance,
and academic language.Observation notes are thorough and
demonstrate extensive documentation of science instruction,
including opportunities to reflect on prior knowledge, cultural
relevance, and academic language. Reflection30.0%Not
addressed. Reflection includes a poor summary of science
lesson, with a weak or missing description of learning
opportunities, critical thinking, student engagement,
modification of instruction, and relevant materials.Reflection
includes a summary of science lesson that is unfocused, with a
vague description of learning opportunities, critical thinking,
student engagement, modification of instruction, and relevant
materials.Reflection includes an adequate summary of science
lesson, with a basic description of learning opportunities,
critical thinking, student engagement, modification of
instruction, and relevant materials.Reflection includes a
thoughtful and comprehensive summary of science lesson, with
a thoughtful description of learning opportunities, critical
thinking, student engagement, modification of instruction, and
relevant materials. Future Implications10.0%Not addressed.
Conclusions and applications to future practice are
inappropriate or not related to assignment.Conclusions and
applications to future practice are lacking in detail of
development as a professional. Conclusions and applications to

future practice are thoughtful and reflect growth and
development as a professional. Conclusions and applications to
future practice are insightful and skillfully reflect growth and
development as a professional.Mechanics of Writing (includes
spelling, punctuation, grammar, language use)30.0%Not
addressed. Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.Frequent and repetitive
mechanical errors distract the reader. Inconsistent language or
word choice is present. Sentence structure is
lacking.Submission includes some mechanical errors, but they
do not hinder comprehension. Variety of effective sentence
structures are used, as well as some practice and content-related
language.Submission is virtually free of mechanical errors.
Word choice reflects well-developed use of practice and
content-related language. Sentence structures are varied and
engaging.Total Weightage100%
Week 6 Assignment 3 Submission
If you are using the Blackboard Mobile Learn iOS App, please
click "View in Browser”
Click the link above to submit your assignment.
Students, please view the "Submit a Clickable Rubric

Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor
Center.
Due Week 6 and worth 140 points.
Preparation
Go to the Course sites Website and go through the tutorial. You
will use this Website to create
your course: https://www.coursesites.com/webapps/Bb-sites-
course-creation-
BBLEARN/pages/getstarted.html. For Part 2, you will develop
the first three (3) weeks of your
course. So, you should become familiar with this Website as
soon as possible. Additional links
and tutorials may be available in the course shell.
this class, including at least three
(3) goals of the course.
unique needs and / or challenges the
online learners face.

3. Develop six (6) learning outcomes for the course.
apply to ensure students achieve the
outcomes, providing a rationale for the theory or theories.
online environment, providing a
within the last five [5] years) to support
your proposal.
Note: You instructor will provide feedback and inform you of
his or her approval and of any
recommendations for changes.
• Be typed, double spaced, using Times New Roman font (size
12), with one-inch margins on all
sides; citations and references must follow APA. Check with
your professor for any additional
instructions.
• Include a cover page containing the title of the assignment, the

student’s name, the professor’s
name, the course title, and the date. The cover page and the
reference page are not included in
assignment are:
• Describe the unique needs and challenges of virtual learners.
• Design an online learning experience.
• Plan the resources required to support an online learning
experience.
• Use technology and information resources to research issues in
theory and practice of e-
Learning.
• Write clearly and concisely about theory and practice of e-
Learning using proper writing
mechanics.
Click here to view the grading rubric for this assignment.

EDU 522 – Student NotesCOURSE DESCRIPTIONThis course focus.docx

EDU 522 – Student NotesCOURSE DESCRIPTIONThis course focus.docx

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