COURSE INFORMATION
Purpose
To explore how the Desire2Learn (D2L) Learning Environment tools can be used to assess student learning outcomes and promote student learning based on the seven principles of good teaching.
Course Objectives
By the end of the course, you will be able to:
Standards
The following ISTE Standards for Teachers will be addressed in this course:
1. Facilitate and inspire student learning and creativity
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
2. Design and develop digital age learning experiences and assessments
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching
3. Model digital age work and learning
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
Expectations
This course is designed to be engaging and to foster active learning. If you attempt this course you will be expected to follow through to completion. In this way, you will capture the entire breadth and depth of the course material for a much richer learning experience. Please contact the instructor if you have any questions about the course. Access to the instructors contact information is available from the Support page (scroll to the very top of the page) and also on every lesson page in this course.
Course Structure
This course contains ten lessons. Each lesson has a section of relevant material along with supporting media and resources. Featured at the end of each lesson is a reflection question related to the lesson topic. The reflection question will not need to be submitted to the Instructor, however, it is HIGHLY recommended that you take a few minutes to think about the question and write your reflections in a personal journal.
Once all the lessons have been completed, the learner will be directed to the assessment. Instructions for how to complete the assessment
along with all materials needed to complete it will be available on the Assessment page.
Lesson Outline
System Requirements
Materials Needed
An actual course syllabus with course objectives.
Accessibility
This course was designed using Weebly, a website creation tool. Every attempt was made to produce course content that would be accessible across a number of diverse audiences. If you experience any issues accessing content in this course, please contact the instructor.
Instructor Information
Davina Y. Smalley
[email protected]
706-446-1415
Resources
To explore how the Desire2Learn (D2L) Learning Environment tools can be used to assess student learning outcomes and promote student learning based on the seven principles of good teaching.
Course Objectives
By the end of the course, you will be able to:
- Describe the Quality Matters (QM) Program and QM Rubric general standards for Higher Education and its central theme of alignment.
- Explain Instructional Alignment using a five-step process that illustrates the connection between objectives, assessments, and student learning experience.
- Analyze the features of a variety of D2L course tools that can be used to effectively assess student learning outcomes in a quality online course
- Use Bloom's taxonomy to revise or create learning objectives, assessments, and activities that align for student interaction in an online course
- Show how the seven principles for good teaching can be applied using the appropriate D2L course tools to assess revised or newly created student learning outcomes
Standards
The following ISTE Standards for Teachers will be addressed in this course:
1. Facilitate and inspire student learning and creativity
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
2. Design and develop digital age learning experiences and assessments
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching
3. Model digital age work and learning
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
Expectations
This course is designed to be engaging and to foster active learning. If you attempt this course you will be expected to follow through to completion. In this way, you will capture the entire breadth and depth of the course material for a much richer learning experience. Please contact the instructor if you have any questions about the course. Access to the instructors contact information is available from the Support page (scroll to the very top of the page) and also on every lesson page in this course.
Course Structure
This course contains ten lessons. Each lesson has a section of relevant material along with supporting media and resources. Featured at the end of each lesson is a reflection question related to the lesson topic. The reflection question will not need to be submitted to the Instructor, however, it is HIGHLY recommended that you take a few minutes to think about the question and write your reflections in a personal journal.
Once all the lessons have been completed, the learner will be directed to the assessment. Instructions for how to complete the assessment
along with all materials needed to complete it will be available on the Assessment page.
- The Home link will direct you back to the start of the course
- The Course Info link will direct you to the course syllabus (you are currently on the Course Info page)
- The Resources link will direct you to a list of references that were used in the creation of this course (they are also listed below)
- The Support link will direct you to the Instructor's contact information in case you have a question or need assistance with the course
Lesson Outline
- Lesson 1 - Instructional Alignment
- Lesson 2 - Quality Matters (QM)
- Lesson 3 - Bloom's Taxonomy
- Lesson 4 - Encouraging contact between students and faculty
- Lesson 5 - Developing reciprocity and cooperation among students
- Lesson 6 - Encouraging active learning
- Lesson 7 - Giving prompt feedback
- Lesson 8 - Emphasizing time on task
- Lesson 9 - Communicating high expectations
- Lesson 10 - Respecting diverse talents and ways of learning
System Requirements
- You will need Adobe Flash to view some of the lesson materials. Download Adobe Flash
- Computer speakers to hear audio
Materials Needed
An actual course syllabus with course objectives.
Accessibility
This course was designed using Weebly, a website creation tool. Every attempt was made to produce course content that would be accessible across a number of diverse audiences. If you experience any issues accessing content in this course, please contact the instructor.
Instructor Information
Davina Y. Smalley
[email protected]
706-446-1415
Resources
- Desire2Learn v10.0 Instructor Guide
- Interactive Bloom's Taxonomy, West Virginia University, 2010
- Quality Matters Higher Ed Program
- Stavredes, T., & Herder, T. (2014). A Guide to Online Course Design: Strategies for Student Success. San Francisco, CA, USA: Jossey-Bass
- Vanderbilt University Center for Teaching, Bloom’s Taxonomy, http://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
- Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded 2nd ed ed.). Alexandria, VA, USA: Association for Supervision and Curriculum Development
- Wikipedia, Bloom's taxonomy, http://en.wikipedia.org/wiki/Bloom's_taxonomy