This document outlines the learning objectives and content for an online course on curriculum design and instruction. The course is divided into 8 units that cover topics such as setting expectations, developing learning objectives, designing assessments, selecting course materials, facilitating interactions, integrating technologies, providing student support, and applying universal design principles. Upon completing the course, participants will be able to design accessible and engaging online courses that are aligned to clear learning objectives and support student success.
Application of Matrices in real life. Presentation on application of matrices
San Juan College OTLC - Alexa Wheeler and Elaine Clark - Handout 4
1. EDUC 293 Online Curriculum Design and Instruction
Course Learning Objectives:
By the end of this course, participants will
• Set the tone for the course, providing clear expectations for learners and provide
guidance to ensure learners start the course well.
• Provide learning objectives, course-level as well as unit or module-level, that
establish the foundation upon which the rest of the course is based.
• Implement policies and procedures in their online courses that allow the
instructor a broad perspective on learner mastery of the content and allow
learners to track their progress throughout the course.
• Establish course materials that are appropriate, up-to-date, and align with
learning objectives.
• Establish assignments that promote active learning and that are aligned with the
learning objectives, as well as that provide for strong instructor-learner
interactions and learner-learner interactions as appropriate.
• Determine appropriate tools and technologies to support learners achieving the
learning objectives.
• Provide information about and links to support services: technical support,
accessibility support, academic services, and student services.
• Incorporate universal design methodologies in their course.
Unit 1: Communication and Setting the Tone
By the end of this unit, participants will
• Complete the Student Blackboard Learn Orientation
• Use the master shell to create an instructor information page
• Use the master shell to create an instructor introduction video
• Use the master shell to create a course tour video
• Develop course policies
• Integrate institutional policies into their syllabi
• Review and provide privacy, accessibility, and copyright policies as needed to
their courses and/or syllabi
Unit 2: Student Learning Objectives or Outcomes
By the end of this unit, participants will
• Describe the difference between course-level and unit or module-level learning
objectives
• Find and/or develop course-level learning objectives
• Create unit or module/level learning objectives for at least one unit that are
measurable, student-centered, and at the appropriate Bloom’s cognitive level
• Analyze objectives for measurability and student-centeredness
• Develop an alignment map
• Analyze alignment of course-level and unit or module-level objectives for balance
Unit 3: Assessment and Measuring Student Success
2. By the end of this unit, participants will
• Establish grading policies
• Develop an assessment scheme (balance of low-stakes and high-stakes
assessment options)
• Develop rubrics as appropriate
• Discuss academic integrity and means for authenticating learners
• Establish policies and procedures for monitoring student progress
• Develop a plan for students to monitor their own progress
Unit 4: Course Materials
By the end of this unit, participants will
• Determine potential course materials that are up-to-date
• Analyze course materials for appropriateness to supporting student success in
achieving learning objectives
• Include course materials in alignment map
• Establish which course materials are required and which are optional
Unit 5: Assignments and Activities
By the end of this unit, participants will
• Determine lower-stakes assignments and activities that support students
achieving learning objectives
• Establish response time for students to receive grades on assignments, and
feedback time
• Develop ways to incorporate regular and substantive instructor-initiated
interaction throughout the course
• Determine appropriateness of and types of assignments or activities that require
learner-learner interaction
• Review and establish netiquette policies
• Model types of interaction expected of students
• Include activities and assignments in alignment map
Unit 6: Tools and Technologies
By the end of this unit, participants will
• Determine appropriate tools and technologies to support learning in the course
• Integrate at least one technology tool in a unit or module in the course
• Provide privacy, accessibility, and copyright policies for outside technologies (not
native to or embedded in the LMS)
• Include technologies in alignment map
Unit 7: Student Support
By the end of this unit, participants will
• Determine needed tech support (especially for tools or technologies not native to
or embedded in the LMS)
• Provide information about and links to tech support into the course
3. • Determine student support provided by Valencia campus or main campus (or
elsewhere as appropriate) that is available to students. This includes academic
support, accessibility support, and other student services
• Provide information about and links to academic support, student support and
other student services
Unit 8: Accessibility and Universal Design
By the end of this unit, participants will
• Determine technologies that support accessibility
• Use a screen reader simulator and/or other technologies to determine
accessibility of course materials, activities, and other content provided in the
course
• Create and edit captions for audio or video content
• Create a text file from audio content (using available technology or by
scripting/transcription)
• Discuss use of color and need for contrast in posted materials
• Create an audio file to go with textual content
• Discuss and incorporate use of alt tags in embedded visual content