eLearning Course Project - DUE APRIL 15, 11:55pm

eLearning Course Project

Summary of Required Steps #1 - #8

Requirements
Target student group and knowledge domain (step #1)
Your course outline should describe the type of students who will use your eLearning course, and the domain of knowledge and concepts your course is intended to teach.   Your activities should be listed in the constructive alignment document.  These requirements are finalized in project steps #7 and #8.

Overall Course (step #2)
  • List the desired summative course-level lntended Learning Outcomes (ILOs) at the top of your course view, use SOLO verbs to describe what the students should be able to DO at the end of the course
  • List the desired summative unit-level lntended Learning Outcomes (ILOs) at the top of each unit, use SOLO verbs to describe what the students should be able to DO at the end of the course
  • Have unit-level text summaries which describe the unit
  • Have labels in your course to mark off different areas: resources, activities, etc
  • List the four assessment assignment tasks for your students:
    • offline
    • online text
    • upload a single file
    • multiple files (2.3)

Quiz activities for Assessment (step #3)
  • Minimum: 2 quiz activities
    • one Formative quiz
    • one Summative quiz
    • Each quiz should have 10 questions, using all of these problem types:
      • Multiple choice
      • Matching
      • Essay
      • Short Answer
Incorporate Wiki or Blog activities (step #4)
  • List Wiki or Blog instructions for your students:
      • What is the purpose of the learning activity?  Outcomes?
      • What are the required elements you will assess?
      • How will you assess this activity?  Supply a rubric or taxonomy and list the points available.
      • How will you award the points?  How will you give feedback?
        . 
  •  Have an “exemplar” Wiki to show your students an example of what you want them to do
    .OR
  •  Have an “exemplar” Blog to show your students an example of what you want them to do 
Incorporate at least TWO Discussion Forums (Steps #5 and #6)
    • one that is SOLO assessed by you as the teacher - you must specify how you will assess student activity, and based on what criteria
      .
    • one that is peer assessed or uses some other method of assessment
      • you can create your own type of peer-assessment
      • just pretend that your students can rate posts (actual implementation requires Overriding the Student Role, which is beyond the scope of this class)
        .
      • or you can add a Participation Forum to your course for quantitative rating of student contributions
    • integrate with your course learning outcomes
      .
  • Step #6 : Set up the teacher-assessed forum as an example of assessment based on the SOLO taxonomy
    • based on the context of your course unit, ask topic questions which can elicit all 5 SOLO levels of student responses
    • you should set up a rating system to support the SOLO level assessent
      • it can be a custom SOLO-based scale (which you set up in the Grades area)
      • or it can be numeric, with a 6 = Level 1, 7 = Level 2, 8 = Level 3, 9 = Level 4, and 10 = Level 5 specified in the forum assessment method description
        .
    • Set up the example Student Answers
      • Now create Discussion Topics to answer the topic questions
      • Each answer should be clearly labeled "SOLO Level 1 - Pre-structural", "SOLO Level 2 - Uni-structural", etc
      • write out an example student answer which fits the indicated SOLO level
      • you should have answers for all 5 SOLO levels of understanding
        .
    • Explain / justify why these answers should be rated at each level
      • Below each student answer, write out a rationale of why this student answer should be assessed at this SOLO level
      • Be sure to point out the verbs which indicate the SOLO level of understanding

    • .
  • include a short description for each of your discussion forums and the learning outcomes that should result 
Include a Constructive Alignment diagram (Step #7)
  • Create a document which displays the constructive alignment of your unit ILOs with your TLAs and ATs
  • Each unit-level ILO should map to one or more TLAs found in that unit of study
  • At least one unit-level ILO should map to an AT found in that unit of study
  • Description of TLAs and ATs should use same verbs as ILOs
Include a Course Outline document. (Step #8)
  • Description
  • Course-level ILOs
  • Structure
  • Schedule
  • Assessment tasks
  • link to the Outline Word document (or PDF version) in the introductory unit of your course
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eLearning Course Project - Notes:

Be sure your course is enrollable, and your quizzes are open.

Clearly label in red font EACH STEP of your project (requirements #1 - #8), so I can easily find them and give you credit
For example:
- in your course outline you should label as "Step #1" the description of your target student group and knowledge domain.
- in your Moodle course you should label as "Step #2" the course-level LOs, and the unit-level LOs.
- label your two Quizzes "Step #3 - Formative" and "Step #3 - Summative", and your exemplar Wiki or Blog "Step #4 - Wiki" or "Step #4 - Blog"
- label each activity for the remaining requirements: Step #5 (Create forums), Step #6 (Assess forum using SOLO)
- in your course introductory unit, use a label just above the link to your Constructive Alignment diagram: Step #7
- in your course introductory unit, use a label just above the link to your course outline: Step #8
.
.
Upload three files:
  1. Official MITE Assignment Cover Sheet (including scan of signature)
  2. your Constructive Alignment diagram (Step #7)
  3. Course Outline document. (Step #8)
Upload these three files to this assignment before the due date / time
.
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MITE Policy on Late Submissions

In order to be fair to students who have submitted their assignments on time, and to encourage effective time-management skills, late submission of this assignment without prior approval will normally receive the following penalties:

- up to 3 days late : a full grade will be deducted from the grade the assignment would otherwise have received

- more than 3 days late : the assignment will fail

If, for some very serious reason, you believe you will not be able to submit an assignment on time, please apply to the instructor and cc the email to mite@hkucc.hku.hk

For further details see the MITE Submission of Assignments policy.

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Project Grading Criteria

You have analyzed the required eLearning course design for your intended personal context, and applied the eLearning pedagogies and standards taught in this course to design your course, demonstrating that you can:


Extended Abstract:

  • designed and implemented an eLearning course which applies social constructivism pedagogy in a logical way which indicates an excellent understanding of this teaching approach, and provides unanticipated extensions based on the unique course context
  • created excellent TLAs which scaffold student learning to achieve the course ILOs
  • created excellent ATs which accurately assess selected ILOs
  • created an excellent Rich Environment for Active Learning around a selected course context
  • applied the SOLO taxonomy to create ILOs and assess CMC at an excellent level
  • correctly designed and implemented a CAD without errors
  • described your course in an outline document with a clear vision of the context and target student population


Relational:

  • designed and implemented an eLearning course which applies social constructivism pedagogy in a logical way which indicates a very good understanding of this teaching approach
  • created very good TLAs which scaffold student learning to achieve the course ILOs
  • created very good ATs which accurately assess selected ILOs
  • created a very good Rich Environment for Active Learning around a selected course context
  • applied the SOLO taxonomy to create ILOs and assess CMC at a very good level
  • correctly designed and implemented a CAD with a few minor errors
  • described your course in an outline document with a clear vision of the context and target student population

Multi-structural:

  • designed and implemented an eLearning course which applies social constructivism pedagogy with a number of unrelated elements
  • created good TLAs which scaffold student learning to achieve the course ILOs with a few errors
  • created good ATs which assess selected ILOs with some errors
  • created a good Rich Environment for Active Learning around a selected course context
  • applied the SOLO taxonomy to create ILOs and assess CMC at a good level
  • designed and implemented a CAD with some minor errors, or a major error
  • clearly described the course in an outline document

Uni-structural:

  • designed and implemented an eLearning course which applies social constructivism pedagogy in only one aspect
  • created TLAs which scaffold students to achieve the course ILOs with some major errors
  • created ATs which assess selected ILOs with some major errors
  • failed to create a Rich Environment for Active Learning around a selected course context
  • failed to apply the SOLO taxonomy to create ILOs and assess CMC at a good level
  • designed and implemented a CAD with many minor errors, or several major errors
  • failed to clearly describe the course in an outline document

Pre-structural:

  • failed to design and implementan eLearning course which applies social constructivism pedagogy
  • failed to creat TLAs which scaffold students to achieve the course ILOs
  • failed to creat ATs which assess selected ILOs
  • failed to create a Rich Environment for Active Learning around a selected course context
  • failed to apply the SOLO taxonomy to create ILOs and assess CMC at a good level
  • failed to demonstrate the understanding to create an accurate CAD
  • failed to clearly describe the course in an outline document