EDUC 8103 – Designing and Assessing Learning Experiences 6 semester credits

Course Number: 3382 Section / Emphasis: Edu/EDUC Section Lecture Hours: 3 Lab Hours: 1 This course focuses on classroom management, practical applications of behavior strategies, and strategies for meeting the needs of diverse learners. The course emphasizes development of assessment skills, including selecting appropriate measures and designing effective tools for data analysis. Prerequisites: EDSC 8101B, EDSC 8103.EDUC 8110 Educational Leadership I (6 semester credits) (ED

This course is designed to assist students to identify and analyze various types of learning experiences. Students will be able to identify, design and evaluate student learning experiences that promote and encourage student growth. (6 semester credits) Prerequisites: EDUC 7103 or EDUC 7303 or EDUC 7403 or EDUC 7503 with a grade of C or better.

Credits:

1

Course Description for ENGL 1020 – Composition I (5 semester credits) (ENGL 1020) INT

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University of Montana – Missoula

Overview

Course Description

Program Learning Outcomes

Textbooks and Other Materials

Laptop Information

Assessment Methods

Intended Instructional Process

Required Texts for the Course are listed in the course syllabus.

Designing and Assessing Learning Experiences: A Guide for College and University Faculty, Second Edition (2015) by Kenneth Blackwell, Brian Williamson, Susan L.

Fall 2016 Course Number and Title: EDUC 8103 Designing and Assessing Learning Experiences (6 semester credits) Instructor: M. Haller Teaching Assistant: C. Flannery Office Hours: MW 1-3, T/TH 12-2, S 11-12 Phone: (603)862-3564 E-mail: mhallere@union.edu Office Location: Union College East, Room E-120 Room Description: Room is on the main level

• Learner-Centered Design (EDUC 8103) • Learning and Development Models (EDUC 8103) • Evaluation of Instruction (EDUC 8103) • Principles of Effective Instruction (EDUC 8103)
Objectives for the course are to: 1. Understand how to design curriculum and instructional materials with a learner-centered approach. 2. Learn how to use cognitive theory in designing and assessing learning experiences.
3. Know how to evaluate the effectiveness of instruction.

EDUC 8104 Course Pre-requisites for EDUC 8104 – Theories of Learning and Teaching (6 semester credits) (EDUC 8104) EDUC 8105 Course Pre-requisites for EDUC 8105 – Research Methods (3 semester credits) (EDUC 8105) EDUC 8110 Course Pre-requisites for EDUC 8110 – Creating Literacy Instructional Programs (3 semester credits) (EDUC 8110)

Notes

The following list reflects the suggested

6 Semester Credits

EDUC 8103 Designing and Assessing Learning Experiences (6 semester credits) (EDUC 8103) First Year Course

PSTI 8100 International Law in Motion (3 semester credits) (PSSTI 8100) First Year Course

PSSTI 8260 Human Rights and the Law of Armed Conflict – Spring Semester (3 semester credits) (PSSTI 8260)

PSSTI 8301 International Criminal Law

1. Demonstrate an understanding of the characteristics, purposes and processes of educational assessment. 2. Identify, describe and evaluate a variety of strategies for assessment at the individual, class, institutional, and policy levels. 3. Apply critical thinking skills in planning assessment activities that promote effective learning environments for students. 4. Use information literacy to locate resources related to educational assessment and evaluation. 5. Demonstrate expertise in designing instructional materials that address student needs using appropriate technology. (3 semester

In this course, we will work with the Student Learning Outcomes of the program to design and assess learning experiences. The instructor will guide you through a variety of teaching strategies and methods. We will talk about the assessment process, how it will benefit your students, and which tools you might use to measure student success. NOTE: This is an introductory course to designing and assessing student learning experiences. 6 semester hours. Prerequisites: EDUC 7005 (or EDUC 7050) or permission of

The purpose of this course is to help students understand the process of designing, developing, and assessing learning experiences. Students will learn how to conduct research on specific subject matter to inform and support the design of a successful learning experience. This course is designed for students preparing for careers in education or higher education. Although not required, it may be beneficial to have basic knowledge of educational psychology and instructional technology. In the classroom setting, this course requires class meetings (typically twice a week) and two hours of homework

EDUC 8103 Course Delivery Modes for EDUC 8103 – Designing and Assessing Learning Experiences (6 semester credits) (EDUC 8103)

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A. Degree Requirement – The course, taught in the summer session, is designed to provide a foundation for student teaching in the following areas: 1) teaching methodology and principles of curriculum development; 2) techniques for designing learning experiences; 3) designing and applying assessments and evaluation strategies; and 4) preparing students for internship placements as an integral part of their professional preparation. B. Course Coordinator – Marilyn Patti (patti@iupui.edu) C. Prerequisites – There

Prof. Joseph F. Costello, Ph.D., P.E. EDUC 8103 Course Syllabus for EDUC 8103 – Designing and Assessing Learning Experiences (6 semester credits) (EDUC 8103) Prof. Joseph F. Costello, Ph.D., P.E.

Curriculum Vitae Dr. Peter Sorenson Professor of Education at the University of South Carolina I am an anthropologist, teacher, researcher, policy maker, and professional educator working at the

provides a strong foundation in both the theoretical and practical aspects of the teaching profession. In this course, students study the fundamental concepts of learning theory, design, implementation, and assessment that are at the core of effective teaching practices. They learn to create meaningful learning experiences for students based on their individual interests and needs. Through class discussions, case studies, journal articles, and student presentations students will examine their educational beliefs and current practice.

EDUC 8403 – Methods of Instructional Design (6 semester credits

Prerequisite: EDUC 8103- Level 2 and above. A course in which students work with an educator in a collaborative setting to design and assess learning experiences, culminating in the development of a practical assessment plan. At least 300 hours of experience required, 6 semester credits. Offered online.
EDUC 8120 Field Experience Journal for EDUC 8120 – Teaching as Learning Experience (3 semester credits) (EDUC 8120) Prerequisite: EDUC 8103

This website contains resources for EDUC 8103 and the Educational Technology theme (EDUC 8103). It includes links to books and articles in a variety of formats. Some are available as e-books or journal articles, while others are available in print. Many are free to access online. An online subscription database of these resources is also available.

http://www.nctm.org/publications/education-tech

http://search.ebscohost.com/login.aspx?direct=true&db=cat055

1. Course Title and number: EDUC 8103 – Designing and Assessing Learning Experiences (6 semester credits) (EDUC 8103) Catalog Description: Corequisite: EDUC 8102. A course for teachers in the elementary, middle, and secondary school setting that provides an overview of how the design of classroom learning experiences can enhance student learning. The course is designed to provide a foundation for educational professionals who wish to become more familiar with issues involved in designing innovative and authentic

Requires the completion of 40 hours of practicum, each graded pass/fail. Prerequisite: EDUC 8103

EDUC 8203 Course Design for Early Childhood Education (6 semester credits) (EDUC 8203) An introduction to the field of early childhood education as an academic discipline and a profession. Emphasis will be placed on the characteristics and characteristics of early childhood learning environments; educational theories and learning theories; curriculum development for young children, including assessment; management of early childhood

EDU 8203 Educational Psychology (3 semester credits) (EDUC 8203) EDUC 8503 Elementary Education: Curriculum and Instruction (3 semester credits) (EDUC 8503)

EDU 8603 Curriculum and Instruction in Early Childhood Education (3 semester credits) (EDUC 8603) EDUC 8803 Early Childhood Education: Diagnosis and Intervention (1 semester credit) (EDUC 8803)

PREREQUISITES

This course is intended for students

is available on the Coursera platform (https://www.coursera.org/course/edu8103) for a fee. The grade of C or better is required for an A, B, or C to be awarded. An incomplete grade does not count toward the course grade and may not be used to make up the work missed while away. It is expected that you will spend two hours per week outside of class and one hour per week in the Learning Lab during scheduled office hours (see

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Project Summary: The Project and Learning Experiences (PLE) is a hands-on project-based learning experience for undergraduate students in Computer Science at The

What Should Students Expect to Be Tested from EDUC 8103 Midterm Exam

(Fall, 2005)

The midterm exam will consist of 40 multiple choice questions in accordance with the following formula:

Questions will be from the Fall 2005 and Spring 2006 course syllabi and will reflect topics covered in lecture and seminar. There will be one question on each topic. Questions may include both true/false and multiple choice.

You are required to answer all questions in order to pass this exam. You must obtain a score of at least 50% to pass the exam

How to Prepare for EDUC 8103 Midterm Exam

— Spring 2020 (Graded D/F) Course Description: Teaching and Learning in Higher Education: An Introduction to Strategies, Concepts, and Issues; Understanding Learners & Learning; Student Development Theory and Applications; Designing & Assessing Learning Experiences. Students will learn what it takes to design effective learning experiences that are responsive to the diverse needs of their learners, and how to assess the quality of those experiences. During the course students will produce a comprehensive plan for classroom instruction that demonstrates understanding of

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at University of California, San Diego.

I was very pleased that the answers to the final exam were readily available from the provided web page and that they were not randomly distributed. It’s always good to be able to review in a timely manner! The questions on this exam are not hard, but they are random. One thing I would have liked is to see all questions related to the content covered. I feel as if I need to use this course again just to refresh my memory on some of the

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at University of Massachusetts Boston

English Home 2020-21 Schedule (see below for major dates)

Revised 1.16.21: Updated Powerpoint slides and final exam questions to include instructional videos.

Instructors: Aileen Fong, Brian Shoaff, and BrieAnn Wirthlin

Class time is Wednesdays 4:00-6:45 PM on Zoom.

The final exam will be held on February 17, 2021 (tentatively) in

23 May 2013 This exam consists of multiple choice, short answer and true/false. You will not be graded on your answers to these questions, but you must provide a well thought out response.

Explanations: The purpose of the exam is to enable you to test your understanding of key ideas and concepts from the course materials and lectures. You are expected to think critically and analytically about each question. As such, it is important that you spend enough time thinking about each question before

Top 100 AI-Generated Questions

– Learn how to write learning questions for assessments.

What is the Learning Question? – Read this article on Prezi

How Do You Write an Assessment Question? – Read this article on Prezi

Preparing for Assessments in Engineering Design (Part 2) – Part 2 in our series of articles on setting up and using assessment tools in engineering design.

Using Questions and Activities in Problem Solving (Part 1) – Part 1 in our series of articles on using questions and activities in

What Should Students Expect to Be Tested from EDUC 8103 Final Exam

Final Exam is on Wednesday 2/12, at 4 pm

Can I Get a Same-Day Make-up for my final exam?

Students are permitted to make up a final examination with the Director of Student Success or his/her designee. To ensure that a student takes a make-up exam, he/she must meet with the Director of Student Success and turn in an application for make-up exam on or before Friday of Week 5. (See under “How can I get an earlier grade?”

How to Prepare for EDUC 8103 Final Exam

(Summer Session 2016)

– This course is designed to introduce you to the process of designing learning activities that meet the needs of a variety of learners. Students will use knowledge of psychology, learning theories, design principles, instruction and assessment techniques, and the basics of instructional technology to design learning activities that are aligned with individual and group goals. The course is also designed to familiarize students with best practices in technology-based pedagogy. By the end of this course, you will be able to

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(Total Questions: 100) 1. [4] (instructor) has students in a group of six, each with a different occupation, and he wants them to collaborate on projects that require individual efforts as well as collective efforts to be successful. The professor asks for the group members to work together by participating in pairs and selecting one member from each pair to be the leader. The teacher explains that there are two types of leaders: those who do things for others, and those who do

Final Exam Questions Generated from Top 100 Pages on Google

– Educational Technology/Online Education

100

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EDUC 8103 Week 1 Description

This course provides the foundation for designing a variety of learning experiences, from small group instruction to large-scale class and curricular planning. Emphasis is placed on developing appropriate assessments that can be used to assess the effectiveness of these learning experiences. Prerequisite: EDUC 7003 or permission of instructor.

EDUC 8103 Week 1 Outline

I. Overview of the course (1-2 hours) A. Course goals (4-5 hours) 1. Identify connections between theories, principles, and best practices in education B. Course content (8-9 hours) 1. Discussed in the first class session 2. Course outline II. Preparing to implement a learning experience (3-4 hours) A. Develop an action plan (8-9 hours) B. Understanding how to use a rubric (6

EDUC 8103 Week 1 Objectives

– Examine the rationale for choosing learning activities and tools for different types of learners (e.g., formal, informal, asynchronous, synchronous) and how these factors impact on the design and assessment of learning experiences. – Outline ways to identify the most appropriate form or format of a particular type of learning activity based on learner characteristics (i.e., age, race/ethnicity, gender, language proficiency level) and developmental level (i.e., age 5 through adulthood). – Describe strategies to create and

EDUC 8103 Week 1 Pre-requisites

– EDUC 8103 Week 1 Learning and Teaching Strategies (6 semester credits) (EDUC 8103) – EDUC 8103 Week 2 Instructional Planning (6 semester credits) (EDUC 8103) – EDUC 8103 Week 2 Educational Research Methods and Design for Educators (6 semester credits) (EDUC 8103)

Prerequisite: EDUC 7560. This course provides a critical exploration of current issues in educational research and technology. We will

EDUC 8103 Week 1 Duration

(3 semester credits) Course Description An introduction to the design, organization and assessment of learning experiences. Includes classroom management strategies; using assessment data; integrating technology into teaching and learning activities; understanding learner needs and the impact on instructional planning and delivery. Required Textbook: Zimmerman, M., & Zimmerman, A. (2006). The diversity of learning styles: A guide to successful teaching in multicultural settings (5th ed.). Boston: Pearson Education ISBN 0-13-255294-7 Current

EDUC 8103 Week 1 Learning Outcomes

EDU 8103 Week 1 Learning Outcomes for EDUC 8103 – Designing and Assessing Learning Experiences (6 semester credits) (EDUC 8103) (To download this file, you must first log in. https://app.smartsheet.com/b/form/51fbd5dd458e4b50934a64cfc7b7e4c2 OR ) EDU 8103 Week 1 Learning Outcomes for EDUC 8103 –

EDUC 8103 Week 1 Assessment & Grading

(Fall) (Fall 2018)

ASSIGNMENTS:

The assignment for this course is to develop and design an experiential learning module that integrates the acquisition of content knowledge with activities that promote students’ understanding of the intended learning outcomes.

Students will be required to create a reflection in which they document their design process.

This assignment will provide students with experiences in critical thinking, authentic assessment, and engaging learners.

REQUIRED TEXT:

Educational Research: Quantitative and Qualitative Approaches

HOLT

EDUC 8103 Week 1 Suggested Resources/Books

The learning experiences for this course are interactive and take place in small groups. There is a total of 12 weeks for the class, with 2-3 group meetings per week. The only required text book for this class is

The online version of my book “Learning By Design: A New Pedagogy for Integrating Teaching and Learning” has been released. If you are interested in buying a copy, please visit the pages below to purchase directly from Amazon.com or Barnes & Noble.com.

EDUC 8103 Week 1 Assignment (20 Questions)

for COURSELINK (http://www.coursera.org/). You will need to have the following information:1. Course Number, Title and Instructor 2. Password3. The A grade you received on Assignment 2 (correctly)4. Course syllabus5. Readings and Textbooks6. Assignments7. Grades Received8. Sign-in to Coursera

EDUC 8103 Week 1 Assignment (20 Questions) for EDUC 8103 – Design

EDUC 8103 Week 1 Assignment Question (20 Questions)

Assignment #1: Designing and Assessing Learning Experiences (6 semester credits) Due: Tuesday, August 22, 2017 by 8:00pm EDT No late submissions. Late submissions will not be accepted and will result in a zero for the assignment. If you have any questions about this assignment, please contact Dr. Robert J. Kimble.

Lecture Overview Overview of the course content and how it relates to lectures: Week 1 – This week we are going to review

EDUC 8103 Week 1 Discussion 1 (20 Questions)

– Discussion 1 (20 questions)

EDUC 8103 Week 1 Discussion 1 for EDUC 8103 – Designing and Assessing Learning Experiences (6 semester credits) (EDUC 8103) – Discussion 1

For more course tutorials visit

www.tutorialrank.com Tutorial Purchased: 6 Times, Rating: A+ EDUC 8103 Week 1 Discussion 1 Assignment. Read the following case study from the course materials and answer the questions below.

EDUC 8103 Week 1 DQ 1 (20 Questions)

for the Spring 2014 Semester.

New York City has an impressive record of achievement in education. It is among the top ranked urban school systems in the United States. As one of the biggest cities in the world, New York City has a higher population than any other city in the world. The statistics on New York are astounding: almost 20% of all people living there live below poverty level.

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Create An Account I got lost and

EDUC 8103 Week 1 Discussion 2 (20 Questions)

At the end of Week 1, students will have completed course expectations and have a better understanding of how they can integrate these expectations into course design.

EDUC 8143 Week 1 Discussion 2 (20 Questions) for EDUC 8143 – Teaching Strategies for the Modern Classroom (6 semester credits) (EDUC 8143) After reviewing the contents of this week’s discussion questions, what is one way you would use technology in the classroom?

EDUC 8153 Week 1

EDUC 8103 Week 1 DQ 2 (20 Questions)

in the US, Q2 – What are the 10 basic learning principles and how do they apply to educational design? (6 semester credits) (EDUC 8103) in the UK, Q1 – As a designer, what are the most important learning principles to take into account when designing learning experiences? (6 semester credits) (EDUC 8103) from a European University, I feel like I need help with writing my final assignment.

A media specialist can help you find new

EDUC 8103 Week 1 Quiz (20 Questions)

for Oklahoma State University – Stillwater. Are you a teacher looking to add online learning to your teaching toolbox? These all-inclusive bundle courses are not only affordable, but they’re also packed with engaging and interactive activities to keep your students engaged from day one. This course provides an introduction to the principles and processes used in curriculum design and development. The title of the course is Online Learning: Principles and Applications. Pearson Course 2 – Distinctions in Educational Research (EDUC 8103) In

EDUC 8103 Week 1 MCQ’s (20 Multiple Choice Questions)

– Spring 2012

1. Eddington argued that stars have a _____ magnitude. A. greater B. less C. equal D. none of the above

2. Which of the following is not a factor that affects student achievement? A. classroom size B. teacher education C. school location D. curriculum

3. Which of the following is NOT a reason for using multiple measures in performance-based assessment? A. To provide context for understanding B. To provide valid conclusions about performance

EDUC 8103 Week 2 Description

This course is designed to be a 6-semester credit elective in the Master of Arts in Learning and Development program. It offers students with a good background in educational theory and practice an opportunity to study the current research and theory related to learning design, including understanding the nature of learning, identifying effective pedagogy and assessment methods. Readings include: Education as Practice: A Political Ecology of Education by Doreen Massey (with Laura Tompkins)

This course is designed to be a

EDUC 8103 Week 2 Outline

(Kantner, 2012) Topics of Inquiry and Designing Activities for Instruction #1: Nature of Inquiry: Nature of Learning. The nature of inquiry is scientific inquiry, which means that we explore the causes and effects of events by using evidence collected from observations and experimentation. Both formal and informal learning situations are explored. The purpose is to understand the nature of education and learning. (p. 3) 6 semester credits – Must be earned in each fall or spring semester – Must

EDUC 8103 Week 2 Objectives

Evaluate and analyze instructional resources, materials, and practices for determining their effectiveness. Design activities that promote optimal learning in a range of educational settings. Recognize the major approaches to designing and assessing instruction at various levels of learning. Demonstrate knowledge of strategies for assessing students’ progress toward mastery of skills and concepts, as well as knowledge of the uses of assessment information in improving instruction.

EDUC 8103 Week 2 Learning Communities (6 semester credits) (EDUC 8103) Integrate learning

EDUC 8103 Week 2 Pre-requisites

Section Details 3 Credits – This course focuses on pre- and co-requisite learning for the EDUC 8103 courses, including the following: See also http://www.sjsu.edu/undergraduatecatalog/curriculum/languages/english/edu8103.html for information regarding pre-education requirements. The Department of Education and Psychology has developed a new English Language Proficiency Policy that requires all students who intend to earn a Bachelor’s degree from San José State University to take an English proficiency test prior

EDUC 8103 Week 2 Duration

EDU 8103 – Designing and Assessing Learning Experiences 1 Course Section: EDUC 8103 Instructor: Janet A. Karamanis Office Hours: MWF 10am-11am Location: HHS 243 Email: jkaram@utep.edu Phone: (915)747-2895 Webpage: http://www.utep.edu/web/Pages/CourseInformation.aspx?id=34745 Course Description:

This course is a semester-long capstone course that

EDUC 8103 Week 2 Learning Outcomes

Students will demonstrate the ability to: (1) critique and assess course learning experiences, (2) design learning experiences, (3) implement and administer assessment tools to measure student learning outcomes, and (4) use evaluations in the improvement of instruction. This course includes a practicum experience.

Required Prerequisites None

Course Section Instructor Information Instructor Name: SCHEDULE TIME AND LOCATION Day Time Location Monday 1:00 PM – 5:30 PM OR 6:00 PM – 9:

EDUC 8103 Week 2 Assessment & Grading

Course Description: This course provides students with an opportunity to develop expertise in designing and assessing learning experiences that respond to the needs of diverse learners. The student will be able to work collaboratively in teams and in groups as a design team member, a content team member, and an instructional designer. Instructional Design Principles will be applied by selecting appropriate learning environments, tools, and technologies. In addition, this course will prepare students to teach across the disciplines of education and other fields including healthcare, mental health services

EDUC 8103 Week 2 Suggested Resources/Books

Required Textbooks: McShane, M. and C. Mead (Eds.) 2008, Informal Learning in Higher Education, 2nd Edition. Taylor & Francis (ISBN 978-0-415-55174-6) Available at the University Bookstore Spring 2015 Final Exam Schedule Exam #1 Friday, March 20th after 9:00 a.m. — End of first day of class and start of final exam period Exam #2 Wednesday,

EDUC 8103 Week 2 Assignment (20 Questions)

For more course tutorials visit www.tutorialrank.com EDUC 8103 Week 1 Individual Assignment Prewriting Worksheet (5 Pages) (EDUC 8103) [ NEW] EDUC 8103 Week 1 Discussion Question 1 (4 Pages) (EDUC 8103) New to Nursing? Do you need a little help with the concepts and vocabulary? This discussion will help you better understand the nursing process as it relates to prewriting. The components that you will be covering in

EDUC 8103 Week 2 Assignment Question (20 Questions)

– Read the following two articles and answer the questions that follow. The purpose of this discussion is to provide you with an opportunity to think about the design and assessment of learning experiences. You are encouraged to draw upon your prior course work in designing and assessing learning experiences. • The article by Jaffe, Linn, & Harackiewicz (2006) is a review of the literature on technology-assisted learning, and is worth reading as a summary of recent developments in technology-mediated instruction (i

EDUC 8103 Week 2 Discussion 1 (20 Questions)

Spring 2015

Assignment 2: Writing the Argumentative Essay (20 questions) for EDUC 8103 – Designing and Assessing Learning Experiences (6 semester credits) (EDUC 8103) Spring 2015

Read this assignment. Respond to each of the following prompts using the Argumentative Essay Rubric provided.

1. Using your readings and lecture, discuss at least two arguments supporting each of the following six arguments:

a. Diversification of academic programs is important

EDUC 8103 Week 2 DQ 1 (20 Questions)

Annotated Bibliography: http://nursingeducation.uconn.edu/images/EBT_ANNOTATION_TEMPLATE.pdf This assignment has the following requirements: The annotated bibliography must include 10 to 12 scholarly resources (including at least three peer-reviewed articles, three books, one electronic document, and one website) that pertain to your selected topics. The annotated bibliography should be four to five pages in length. APA formatted references are required; citations and references should be alphabetized in the text of the

EDUC 8103 Week 2 Discussion 2 (20 Questions)

– Course Hero

Posted on 22-Aug-2017 | 0 comments

Due date:

August 23, 2017 @ 11:59 PM

Points possible:

1000/2000

Answer the following questions for this week’s course discussion. For each question, respond in a brief paragraph to show that you have read the required materials and consider the points raised.

1. Describe what you expect to learn about adult learning theory during this course. Discuss how these theories will impact

EDUC 8103 Week 2 DQ 2 (20 Questions)

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EDUC 8103 Week 2 Quiz (20 Questions)

at Portland State University in the Fall 2017 Term for the Degree: Master of Education (Early Childhood). There are four sections to this course. This quiz is timed and will be graded based on completion time. You must have completed all the questions for each section before moving on to the next section.

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EDUC 8103 Week 2 MCQ’s (20 Multiple Choice Questions)

at University of South Australia in Australia Semester 2, 2021. Total Number of Questions: 20 Total Marks for MCQs: 20 Total Marks for Quiz (60% weight): 10, Marks will be given based on the time and accuracy of responses in the quiz.

Final exams for EDUC 8103 will be conducted from November 8 to November 12 (weekends), as follows:

Friday, November 8: end of week 2

Saturday, November

EDUC 8103 Week 3 Description

This course provides an overview of the design and assessment processes related to teaching and learning. The principal focus is on student-centered learning and the evaluation of student learning outcomes.

The second half of the course will explore the use of technology in education, including: classroom management tools; presentation software; Web sites; digital portfolios; interactive whiteboards; virtual tours; virtual field trips; mobile devices; cloud computing (i.e., online computing environments); and data collection tools.

Prerequisites: EDUC 8013 or

EDUC 8103 Week 3 Outline

Monday: 1. Introductions and overview of the course. Discussion of course expectations, assignments, assessments, and the design process (1.5 hours) 2. Reading: A. “Learning in a Digital Age”, (Vandell & Guzdial, Pearson education 2014) Review of the many benefits to learning online; review of pedagogical approaches to learning in the digital age; review of various tools avai