DESIGN (50% of your paper → Rule of thumb in terms of quantity) 1. What are the
DESIGN (50% of your paper → Rule of thumb in terms of quantity) 1. What are the
DESIGN (50% of your paper → Rule of thumb in terms of quantity) 1. What are the most important components of your design that address the learning objectives you identified and articulated in your analysis? 2. What technology would you use to drive or support this learning experience and how? 3. How will learners use your designed components and technology? 4. For each decision you've made in your design (of components and technologies) how does your understanding of the literature provide evidence and/or a rationale for your decision(s)? ASSESSMENT (25% of your paper → Rule of thumb in terms of quantity) 1. For each of the learning objective that you've defined (that make up the larger problem) how will you measure success (assess) the learner? a. HINT: This is where the Schwartz & Hartman wheel is useful. e.g. If the objective is one that articulates FACTS, your assessment should look for RECALL. e.g. If the objective is one that articulates FAMILIARITY, you should design an assessment that tests for RECOGNITION. etc. 2. What does success or failure on the assessment tell you? 3. What are the contingency plans for when learners fail an assessment?

Leave a Reply

Your email address will not be published. Required fields are marked *