Kentucky Community and Technical College System- KCTCS
COURSE MODULE DEVELOPMENT GUIDE
HIGHER EDUCATION BEGINS HERE
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This manual has been developed for the Kentucky Community and Technical College System.
Copyright © 2007, by the Kentucky Community and Technical College System (KCTCS). All rights reserved under U.S. International and Universal copyright conventions. This manual is for internal Kentucky Community and Technical College use only. This material is not to be duplicated or disclosed without the prior written consent of the Kentucky Community and Technical College System.
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Acknowledgements
We would like to acknowledge the contributions of the following institutions and individuals to the development of this module development manual:
Lansing Community College, Technical Careers Division, Lansing, Michigan Lansing Community College, Business and Community Institute, Lansing, Michigan Ms. Deborah Cole, Interim Dean, Technical Careers Division, Lansing Community College Ms. Jeannette McWaters, Business & Community Institute, Lansing Community College Bluegrass Community & Technical College, Georgetown Campus, Georgetown, Kentucky Owensboro Community & Technical College, Owensboro, Kentucky
Background and Introduction
As many as fifteen years ago, Dr. Keith Bird, Chancellor of the Kentucky Community and Technical College System began discussing the importance of flexible delivery systems and modularized curriculum. Therefore, as part of a strategic initiative the Kentucky Community and Technical College System was charged with developing open-entry, competency-based, web-enhanced modules that may be delivered completely online or in a blended learning environment. Reviewing what had already been done we found the Kentucky Community and Technical College System already had exceptional modules that laid the foundation for the future. For example, Owensboro Community & Technical College developed “Team Leader” and “IMAC” modules that are web-enhanced competency based modules of instruction. Also, Bluegrass Community and Technical College’s Georgetown Campus in partnership with Toyota Motor Manufacturing Kentucky began developing modules that Toyota’s North America Production Support Center (NAPSC) leadership envisioned to address Toyota Partner College Training throughout North America. Through the development that has been ongoing at this campus, we have been able to develop a model for module development and delivery that will serve the Kentucky Community and Technical College System, Toyota, and the North American automotive industry training requirements.
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Preface
Overview This Module Template sets the standard for designing and developing self-paced modules at the KCTCS System level and provides tools and guidelines to:
Assist faculty and staff with the Modularized Credit Course Approval Process Assist designers and developers in using the module template Use the principals of instructional design and technology Assist in revising and updating existing modules
This manual consists of six sections:
Section I: The Module Approval Process This section provides an overview for submitting course forms to the KCTCS System Office, including instructions for submitting Modularized Credit Module Courses, for submitting in the approval process, and a sample of the Modularized Credit Course Approval Form.
Section II: Guidelines for Using the Module Template Provides instructions for how to use the Module Template and describes each of the instructional components of the Module Template.
Section III: Principles of Instructional Design and Technology Provide a guideline to develop competency-based modular content that is developed for a learner focused delivery. The basis for the content development is verified competencies required to perform in a real life situation.
This part of the manual also includes a checklist to assist the instructional designer/developer in evaluating completeness of course module components and action verb lists to use when writing student learning outcomes and module objectives (Learning Domains or Bloom's Taxonomy).
Section IV: Sample General Education Module This section includes a sample module template for a general education course that is intended to assist the development team in completing their module template forms.
Section V: Sample Technical Education Module This section includes a sample module template for a technical education course that is intended to assist the development team in completing their module template forms. 0f76c401415bd1c77b220e6cdc71fe6b.doc Date Last Modified: 1/18/18 Page 4 of 41 Kentucky Community and Technical College System- KCTCS
Section VI: Definition of Terms This section includes a definition of terms used throughout this manual.
Section VII: Works Cited This section includes a list of works that are cited throughout this manual.
Development Viewpoint The purpose of this manual is to assist KCTCS faculty and staff in designing, developing, and implementing open-entry competency based self-paced modules in order to ensure that:
all students achieve minimum competency objectives; all modules are presented in a consistent and uniform manner, regardless of who is facilitating the module; and all evaluations of modules reflect a standard set of competency based outcomes.
Traditionally, teachers have been at the center of learning with students assuming a receptive role in their education, often called a teacher-centered approach to learning. Student centered- learning means reversing the traditional teacher-centered understanding of the learning process and putting students at the center of the learning process. Open-entry competency based self-paced modules enable students to enter into the learning when they are ready to learn, and are designed for the student to control their learning to meet required competencies. This approach allows students to work at their own pace, thus creating a student-centered approach to facilitated learning. The faculty member must take an active role in mentoring and facilitating the learning.
In a student-centered teaching approach the planning, teaching, and assessments focus on the needs and abilities of the students. The main idea is that learning is most meaningful when topics are relevant to the students’ lives, needs, and interests, and when the students themselves are actively engaged in creating, understanding, and connecting to knowledge (McCombs and Whistler 1997). This student centered module will help design effective instruction for students, no matter what his or her diverse learning needs. By its nature, student centered teaching is adaptable to meet the needs of every student (Stuart 1997).
The Module Template is built upon a self-paced model of instruction. This model means students are provided with learning resources that allow them to learn at their own rate working toward course objectives set by the instructor. The instruction will be self-paced with hands-on, and/or guided demonstrations or computer simulation/animation of psychomotor activities. Self-paced modules must include: 1) learning contracts, 2) pre and post assessments, and 3) instructor facilitation. This model provides students opportunity to self-assess and self- correct by allowing them to set their own appropriate learning pace to maintain a high level of
0f76c401415bd1c77b220e6cdc71fe6b.doc Date Last Modified: 1/18/18 Page 5 of 41 Kentucky Community and Technical College System- KCTCS competency. Research has shown that the self-paced mode of instruction is significantly more effective for teaching problem solving skills and conceptual content.
Once the content has been developed it can then be printed in a student manual, or contained within Blackboard. However, the template also provides guidance to the instructors who will deliver the course. The Instructor Notes area can be printed in an Instructor Manual. Therefore, using the Module Template assures consistent, understandable, and useable components for all students using a module and/or for all instructors who facilitate a module.
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Table of Contents
MODULE DEVELOPMENT GUIDE...... 1 Acknowledgements...... 3 Background and Introduction...... 3 Preface...... 4 Overview...... 4 Development Viewpoint...... 5 Section I: The Modularized Credit Course Approval Process...... 8 System-Wide Curriculum Committee...... 8 Curriculum Originated At College...... 9 Course Form Instructions...... 10 Guidelines...... 16 Module Credit Course Form...... 18 Section II: Guidelines for Using the Module Template...... 21 Getting Started...... 21 Elements of the Module Template...... 22 Frequently Asked Questions...... 28 Section III: Principles of Instructional Design and Technology...... 29 Cognitive Domain...... 33 Affective Domain...... 35 Psychomotor Domain...... 36 Section IV: Definition of Terms...... 39 Section V: Works Cited...... 41
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Section I
The Modularized Credit Course Approval Process This section provides the established process for submitting courses as Modularized Credit Module Courses to the System Office for either System or Local approval. We recommend that all Modularized Credit Modules must be submitted for System Approval due to the reorganization of the traditional course content structure.
System-Wide Curriculum Committee A System-Wide Curriculum Committee is comprised of faculty from each college offering the program. These committees may be technical, e.g., automotive, radiography, business administration or general education, e.g., mathematics, biology, oral communications. The approval mechanism for this type of curriculum development is shown in Figure 1.
The curriculum committee is responsible for the development, revision, and alignment of curricula that may be offered by any college in the system. Committee members are charged with several responsibilities. Among them is communication of the committee’s activities with other faculty. System curricula must proceed through the KCTCS approval process in order to have final approval. Once approved by the curriculum committee, the curriculum will be forwarded to the Chancellor for peer review by the KCTCS CRC/Council.
After review by the KCTCS Curriculum Review Committee (CRC), the document is forwarded to the KCTCS Council for final review prior to approval by the local college(s) who is approved to offer the program.
Figure 1 - System-Wide Originated Proposals
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Curriculum Originated At College The following diagram, Figure 2, illustrates the curriculum development process for a proposal originating at a college. Curriculum documents typically flow from the college to the KCTCS Faculty Council. Proposals for new curricula, curriculum revisions (including new options), certificates/diplomas, new courses, course revisions, course deletions and minor course revisions all follow the same approval procedures. Curriculum documents usually originate with the program or division faculty. Program or division faculty should involve other KCTCS college faculty when revising, editing, or developing curricula. These documents are then reviewed by the college curriculum approval process.
If approved by the college faculty, the proposal is submitted via the Chief Academic Officer to the Chancellor’s office for peer review by the KCTCS Curriculum Review Committee (see instructions below). The KCTCS Curriculum Review Committee forwards curriculum to the KCTCS Council for the final review. The curriculum is then forwarded to the local college(s) who is/are approved to offer the program for final approval. The Chancellor’s Office will send approval information to all the colleges.
Figure 2 - College-Originated Proposals
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Course Form Instructions The following course formats are available: New Course, Course Revision, and Minor Course Revision, Drop a Course, General Education Status, Cultural Studies Status, Lower Division University Course, Modularized Credit, and New Prefix Request. Instructions for each action are provided below.
Type of Action: Select course form for action requested:
New Course (A100) – Course not previously offered. Revision (A200) – Major revision of existing course. Implementation term (#15) and Deactivation term (#16) must be consecutive terms for all colleges, e.g., implementation of revisions in fall 2009 requires discontinuation of present course data in spring 2009. For phased-in implementation of course revisions, e.g., colleges adopt courses in different terms, use “new” course action. Minor Revision (A300) – Use this form when the present course will not be offered after the implementation of the proposed changes. Use for non-substantive changes. Minor course changes are one or more of the following: o Catalog number (course prefix/number) – If number is being changed, please seek assistance from system office prior to change to determine if the number has previously been used. If new prefix is being requested, submit new prefix request form. o Description (editorial change) o Title (editorial change) o Requisites (pre-requisite or co-requisite) Implementation term (#10) and Deactivation term (#11) must be consecutive terms for all colleges, e.g., implementation of revisions in fall 2009 requires discontinuation of present course data in spring 2009. For phased-in implementation of course revisions, e.g., colleges adopt courses in different terms, use “new” course action.
Drop (A400) – Discontinue existing course. General Education Status (A500) – Add or delete General Education Status for approved courses. Mark Add or Delete. If adding course, complete questions 1 – 14 and 16; if deleting course, complete questions 1 – 7 and 15 – 16.
Cultural Studies Status (A550) - Add or delete Cultural Studies Status for approved courses. Mark Add or Delete. If adding course, complete questions 1 – 13; if deleting course, complete questions 1 – 6 and 14.
Lower Division University Course (A600) – Request to offer a lower academic division course from a four-year state supported college or university. (See Rules of the Senate Section III, 2.3.)
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Fractional Credit Module (A700) – Segments of full-credit courses. Also check “new” or “revision” box to indicate if modules are being established for a new course or an existing course. The primary course for which fractional credit is being established should be attached to this form. Complete a Fractional Credit Module Attachment for each module. New Prefix Request – This form must be submitted for new courses which require a new prefix rather than an existing prefix.
Instructions for Data Items
Present Course Data
(As listed in the current approved course inventory.) If completing a revision or minor revision form, present course data should be listed first then the proposed course data. If data is the same and no changes are being made, put “No change.”
Proposed Course Data (Numbers correspond with new and revised course formats only. For other forms, find appropriate component.)
1. Catalog Number (course prefix and number); use format ABC 123. If new prefix or number is needed, contact Mary Kleber concerning course prefix and/or number availability.
2. Course Title (Titles longer than 30 characters will be condensed on student transcripts) Indicate if this is a pilot course.
3. Justification. Reason for the action being requested. Include rationale for every change or group of changes.
4. Submitting Entity: Name of curriculum committee or college submitting proposal.
5. Persons Primarily Responsible for Proposal: (Section identifying persons responsible for preparing the proposal may be omitted if the course form is part of a curriculum package.) List college faculty/curriculum committee members who developed/revised the course. Include teaching area and name of college for each individual listed. Prior to submission, re-check that members are still active and current.
6. System Office Staff. Usually the staff member who provides support for the curriculum committee, but may include others.
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7-9. Involvement of others. Is this course or program offered at other colleges? Have these colleges been involved? Have outside agencies/industries been involved?
List name(s).
10. Credit/Contact Hours a. Semester Credit Hours: Enter minimum and maximum semester credit for the course. Enter the same credit amount as minimum and maximum if course has fixed credit, e.g., 3 credits. b. Semester Contact Hours: Enter total amount of contact/class time for the course. Include contact hours for all scheduled components in item 8. (See credit/contact hour ratio chart.)
11. Grading Basis. Choose one grading basis. Use Letter Grades/No GPA for developmental courses – grades may be given, but will not calculate in g.p.a.
12. Repeat for additional credit. Check “yes” if the student may repeat the course and receive additional credit. This usually applies to special topics courses that can be repeated for additional credit if a different topic is taken. Indicate maximum amount of credit a student may earn and the total number of completions. For example, for a 3- credit course that may be repeated with different topics up to a maximum of 9 credits, enter 9 total credits and 3 completions.
13. Open Entry – Open Exit. Check “yes” to permit a college to schedule the course as open entry – open exit. Checking “yes” does not require all college to use this scheduling option. Check “no” to prohibit all colleges from using open entry – open exit scheduling feature.
14. Components. Complete 14a OR 14b. (See table for suggested credit hour/contact hour ratios for the components.) 14a. Check all components that require scheduling. For each component that is checked, enter the credit hours and contact hours for each component that is checked. Examples: a three-credit lecture course will usually have 45 contact hours; a one-credit laboratory course will usually have 30 contact hours. OR
14b. If components are integrated, and only one component (lecture or lab) needs scheduling, rather than both lecture and lab, complete this section.
15. Requisites. (Pre-requisite is defined as a course or condition needed for entry into another course or program. A co-requisite is defined as a compulsory accompanying course: a course of study that must be taken along with another.) Identify course pre- 0f76c401415bd1c77b220e6cdc71fe6b.doc Date Last Modified: 1/18/18 Page 12 of 41 Kentucky Community and Technical College System- KCTCS
requisites and/or co-requisites. If a course(s) may be taken either as a pre-requisite or co-requisite, check both boxes. Requisites must be stated in measurable terms. If a minimum grade is required in a pre-requisite course, state the grade. If specific courses must be taken prior to this course, identify the courses. Do not use terms such as “acceptable,” “satisfactory,” “successful completion,” “equivalent,” or “all program courses.” If instructor consent is permitted in lieu of the stated prerequisite, include the term “or consent” within the parents for the course(s) for which consent is applicable. Use the following formats: a. A and B and C and D when all courses must be taken. Example: CIS 120 and CIS 130 and CIS 170 b. A or B or C or D when any in the list may be taken. Example: OST 105 or CIS 100 or IT 100 c. (A and B and C) or (D and E) when all courses in a group must be taken, but the student may choose the group. d. (A and B) or C or D when the student may choose from a list of courses, but one choice requires 2 courses to be taken. Example: BIO 135 or (BIO 137 and BIO 139) e. A and B and (C or D) when three courses must be taken, but student may choose one from a listed pair. Example: ET 232 and ET 234 and (CIS 130 or ET 107) f. Any combination above with the additional provision that the instructor may waive all prerequisites. Example: (CIS 153 and (NIS 150 or NIS 152)) or consent.
16. Implementation Term. (#15 in Revision; #10 in Minor Revision) Date requested action would become effective. Courses that have completed the approval process by the end of December may be implemented no sooner than summer/fall of the following academic year. Those courses that have completed the approval process by the end of May, may be implemented no sooner than spring of the following academic year. (Example: Approved December 2007 will be implemented summer or fall 2008; Approved March 2008 will be implemented spring 2009) a. New, General Education Status, Cultural Studies Status, and Lower Division University – course scheduled beginning this term b. Revision and Minor Revision – revised version scheduled beginning this term. If this date and course discontinuation term overlaps, the course revision will be treated as a new course. c. If course is approved after the February Council meeting for implementation the following fall semester, an implementation plan must accompany the request.
(#16 in Revision and #11 in Minor Revision) Deactivation Term. Indicate the last term the present course will be offered by any college. List course prefix and number to be deactivated.
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17. Proposed Course Description. Course description as it will appear in the catalog. Refrain from beginning the description with phrases such as “this course will” and “the student will.” Course descriptions should be concise but include major points of the course outline, academic requirements (if applicable), any special requirement that the student must complete.
Example: For students approaching the major career transition from college to work either as a graduating student or as a coop student. Focuses on acceptable business protocol and how to project a professional image.
Requisites and credit/contact hours do not need to be included in description. The system office will insert the requisites, credit/contact hours when information is entered in PS.
18. Course in approved curricula. Indicate if the course is part of (or going to be part of) a curriculum leading to a credential. If yes, identify the curriculum, e.g., occupational therapy assistant. If this course will be a required (or listed as an elective) course, submit a New Curriculum or Curriculum Revision document.
19. General Education. If this course is recommended as a general education course, complete the General Education Status Format also. Courses must have final course approval prior to submission for general education status.
20. Course Competencies/Student Outcomes. Course competencies/student outcomes are required for each course. Courses that are part of a curriculum have competencies/student outcomes related to program competencies/outcomes. Begin the statement of competencies /outcomes using the following form: A sample follows.
Example: (Begin the statement with a capital letter and end with a period.)
Upon completion of this course, the student can:
1. Use a software development kit to write, compile, debug, test, and run programs written in both C & C++.
2. Write programs that use operators and assignments correctly.
3. Write programs that use primitive data types correctly.
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5. Write simple applications.
Competencies need to be measurable. Avoid vague verbs, e.g., know, discuss, be aware of, and understand.
21. Course Outline. Provide a two-level outline using the format below. Each main topic (I, II, III, etc.) must have at least two subtopics (A, B, C, etc.) I. Main Topic
A. Subtopic
B. Subtopic
II. Main Topic
A. Subtopic
B. Subtopic
Although courses may have more than two levels, a third-level outline is not necessary for these forms.
22. List Experiments/Activities. Courses with components other than lecture, e.g., laboratory, clinical practicum, etc., must include a sample list of experiment topics, or activities. This list does not have to be all-inclusive.
23. A. Suggested Text. List suggested textbook(s) using APA (5th edition or current) Bibliographic standards. If textbook(s) are more than five years old, indicate the rationale for listing them (See #24).
Examples:
Journal article:
Saywitz, K. L., Mannarino, A. P., Berliner, L., & Cohen, J. A. (2005). Treatment
for sexually abused children and adolescents. American Psychologist, 55,
1040-1049.
Books:
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Beck, C. A. J., & Sales, B. D. (2004). Family medication: Facts, myths, and
future prospects. Washington, DC: American Psychological Association
B. Learning Resources. List learning materials using APA (5th edition or current) bibliographic standards. If resources are more than five years old, indicate the reason for listing them.
24. Rationale for using textbook(s)/resources greater than five years. Signatures
Submit an original signature page (A000) to accompany each course/curriculum request.
Guidelines A parent course equals the sum of its fractional credit courses. Wherever the parent course is listed in a curriculum framework, it will be understood that the fractional credit courses may be taken in lieu of the parent course. To conserve space in the catalog, the fractional credit courses will not be listed as “Ors” for the parent course. It will be understood. Although credit will be given for each fractional credit course, credit for the parent course will not be given unless all fractional credit courses connected to the parent course have been completed successfully or transcripted as having been completed, e.g., portfolio, STEP tests, etc.
Both the parent course and the fractional credit courses will be part of the academic advising and the requisite checking component of PeopleSoft.
Students registering for general education modules should receive the following information. When a student registers for a General Education Module, the student must complete all of the modules in that series to fulfill General Education category requirements, e.g., SOC 101 – 3 credits meets the Social Interaction category requirement. If SOC 101 has three modules, SOC 1011, 1012, and 1013, all three SOC 101 modules must be completed before the Social Interaction category requirement will be fulfilled. The student cannot take three modules from three different courses to meet the general education category requirement, e.g., SOC 1011, ECO 1011, and PY 1101.
Active status – If either the parent course or one of its fractional credit courses has been offered within a four year period (Rules of the Senate, Section III. 2.4), both the parent course and all fractional credit courses will remain as active courses.
Fractional Credit Course Numbering –
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o Fractional Credit Courses are designated as a four digit number. The first three digits are those of the parent course. The last digit is the number of the fractional credit segment/component, e.g., XXX 2021, XXX 2022, XXX 2023.
o The number of fractional credit courses is limited to nine per parent course.
o The title of the fractional credit course will have: the prefix, the four digit number, M #of module, and title. Example: BRX 1201 – MI Print Reading Fundamentals CRC requested this format but it is duplicative and takes available space away from the title. Will ask CRC to rescind the request.
Fractional Credit Course Content –
o The requisites for the parent course should be the same as the requisites for the first fractional credit course.
o The total credit/contact hours of lecture/lab/clinical/practicum, etc. of the fractional credit courses should equal those of the parent course.
o The competencies/outline/experiments and activities (if applicable) of the fractional credit courses should encompass those contained in the parent course.
Example:
Course Credits/Contacts Lecture/Lab Pre-requisites Co-requisites Pre- or Co- Requisite
Example: 3/451 Lecture – 3/452 None3 None3 None3
BRX 120 – Basic Lab – 02 Blueprint Reading
BRX 1201 – MI Print 0.75/11.25 Lecture – 0.75/11.25 None3 None3 None3 Reading Fundamentals Lab – 0
BRX 1202 – M2 0.75/11.25 Lecture – 0.75/11.25 BRX 1201 or None None Drawing Views and Consent Setup Lab – 0
BRX 1203 – M3 0.75/11.25 Lecture – 0.75/11.25 BRX 1202 or None None Dimensioning and Consent Tolerances Lab – 0
BRX 1204 – M4 0.75/11.25 Lecture – 0.75/11.25 BRX 1203 or None None Specialized Consent Engineering Drawing
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Types Lab – 0
Total for BRX 120 3/451 Lecture – 3/452 Modules Lab – 02
Modular Credit Course - New For help filling out the form press F1 or look at the bottom of the screen. For additional instructions, see Course Form Instructions. Type of Action Modular Credit Course – Segments of full-credit courses.
Also check “new” or “revised” to indicate if modules are being established for a new course or an existing course. Parent Course: New Course Existing Course
Pilot Course Are you requesting pilot status only at this time? Yes No Information: Implementation Date? Are you requesting pilot status in addition to regular approval process? Yes No Implementation date? Fall or Spring? Year? Has this course been previously approved as pilot status Yes No
Complete one attachment for each modular credit course. I. Primary (Parent) Course Information:
1. Catalog Prefix & Number:
2. Title:
3. Submitting Entity: Curriculum Committee: Or College: 4. Person(s) Primarily Responsible for Proposal (Complete item only if course is not part of a curriculum package. Verify that members are still current and active prior to submission.):
Name Teaching Area College
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Involvement of Others (Identify Individuals): 6. System Office Staff:
7. Others:
II. Modular Credit Module Information 1. Catalog Prefix and Number*: Modular Courses have four digits, Ex. 2031 2. Title:
3. Rationale for modular credit:
4. Credit / Contact Hours: 4a. Semester Credit Hours: Minimum Maximum 4b. Semester Contact Hours:
5. Open Entry – Open Exit Yes No
6a. Components: (check each component to be scheduled)
Component Credit Hours Contact Hours Component Credit Hours Contact Hours
Lecture Practicum
Laboratory Co-Op
Clinical Discussion
OR 6b. Integrated Components (combined components; only first component scheduled)
Lecture/Lab Lecture Lecture Contact Lab Credit Lab Contact Credit
7. Requisites (If a course may be taken either as a pre-requisite or co-requisite, check both boxes.): Pre-requisite Yes No If yes, list: Co-requisite Yes No If yes, list: Pre-requisite If yes, list: OR Yes No Co-requisite
8. Implementation Term:
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9. Course Description:
10. Competencies/Student Outcomes: (Begin statement with a capital letter and end with a period.): Include those competencies in the parent course. Upon completion of this course, the student can:
11. Course Outline (Two-level outline is not necessary. Please include those components in the parent course.)
I. Click here to enter the first main topic. To tab within the outline, press CTRL+TAB. A. Click here to enter the subtopic. B. Click here to enter the second subtopic. To add additional subtopics, press the ENTER key then press CTRL+TAB. II. Click here to enter the second main topic. To tab within the outline, press CTRL+TAB. A. Click here to enter the subtopic. B. Click here to enter the second subtopic. To add additional subtopics, press the ENTER key then press CTRL+TAB.
12. List of experiments/activities. (If laboratory or clinic is involved include a sample listing):
13. Attach the primary (parent) course for which modular credit is being established.
Signatures: Complete and submit a signature page for every proposal.
*The System Office assigns new course numbers. Contact Mary Kleber at [email protected].
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Section II Guidelines for Using the Module Development Template & Instruction Guide This section contains the recommended process for successfully developing your modularized course using the Module Development Template & Instruction Guide. The purpose of the Module Development Template & Instruction Guide is two-fold. First, it is used as a storyboard by Course Team Leaders and Developers to ensure that course module learning competencies and outcomes align with learning activities and assessments; it also outlines the structure and sequence of the instruction. Second, it is used as an instruction guide for course module facilitators to help ensure consistent content delivery.
Getting Started Described below is a brief outline of the course module development process.
Complete the modularized credit course approval process. Project Team Leader, Course Team Leader, and module Developer(s) meet to discuss the course module development process and timeline. o Review and identify learning competencies and outcomes. This may lead to major or minor revisions or a task analysis. o Develop instructional strategies for how to plan and deliver the module. This includes: . Gathering and/or developing instructional materials . Determining course content . Selecting a publisher Course Team Leader and Developer(s) (under the guidance of the Project Team Leader) develop/storyboard the course module using the Module Development Template & Instruction Guide. Course Team Leader and Developer(s) submit the completed Module Development Template & Instruction Guide to the Project Team Leader for review. When the document has been reviewed and approved by the Project Team Leader, it should be sent to Annette Parker to review and provide feedback. Developer(s) build the course in a Blackboard course shell. Instructions and templates for Blackboard: http://unity.kctcs.edu/docushare/dsweb/View/Collection-12791. Review the Quality Assurance Rubric throughout the development process to ensure that the course module meets quality standards: http://unity.kctcs.edu/docushare/dsweb/View/Collection-13988. Course Team Leader submits the course module to the Project Team Leader for review and approval.
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Project Team Leader submits the Quality Assurance Peer Review Request Form to the Quality Assurance Coordinator to start the Quality Assurance Peer Review Process. When the course module is Quality Certified, implement, evaluate, and improve as needed. Elements of the Module Template & Instruction Guide The Module Development Template & Instruction Guide is located in DocuShare at this location: http://unity.kctcs.edu/docushare/dsweb/View/Collection-13290. It is divided into three documents:
1. Module Development Template & Instruction Guide 2. Course Module Syllabus 3. Course Module Welcome Letter
Each of the documents listed above will be described in detail in the following pages.
NOTE: The Module Development Template & Instruction Guide documents were created as templates using Microsoft Word. To complete these documents, course module Developers will: Download from DocuShare and save to a computer. Open in Word and click the gray fields (boxes) to type or insert the necessary information. To save the completed file, select “Save As” and change the file type from .dot (template) to .doc (Word document). Save the file with the original file name, but add an underscore (_) to the end of the file name and the course module number for the module being developed. For example, the file name for the syllabus for Basics of Baking: Decorating a Cake (BOB1013) would be: ModuleDevelopmentTemplateInstructionGuide_Syllabus_BOB1013.doc.
1. Module Development Template & Instruction Guide This document will be used as the instruction guide for the course module facilitator. It is important that it is filled out clearly and completely.
Title Page Course Module Number: The alpha-numeric course code (e.g. BOB1013). Corse Module Title: The title should be a brief expression of the module subject and content. Credit Hours: The number of credits for the course module. Course module credits for each module, when added together, must equal the total credit hours for the parent course. Lecture Hours: Based on Module Credit Course Form as approved by the Senate curriculum process.
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Laboratory Hours: (if a lab is required) Based on Module Credit Course Form as approved by the Senate curriculum process.
Course Module Development Activity List the name and contact information for the Course Team Leader and module Developer(s) for the course module being developed. Course Team Leader and developer may be the same person.
Course Module Description Course Module Title: The title should be a brief expression of the module subject and content. It should be the same name that is given to the modularized course. Course Module Number: The alpha-numeric course code (E.g. BOB1013). Prerequisites and Co-requisites: List all required courses. Credit Hours: The number of credits for the course module. Course module credits for each module, when added together, must equal the total credit hours for the parent course. Contact Hours: Based on Integrated Component section of the Module Credit Course Form as approved by the Senate curriculum process. Should equal the total lecture hours plus the total laboratory hours. Lecture: Check the box if the course integrates a lecture format. List contact hours and credit hours for lecture. The course module may use multiple different formats. Laboratory: Check the box if the course integrates a laboratory format. List contact hours and credit hours for laboratory. The course module may use multiple different formats. Other: Check the box if the course uses a different format. List the format(s). The course module may use multiple different formats. Course Duration: Timeframe in which the learner must complete the course based on credit hours (how many weeks- not specific dates). Course Outline: List the topics/units for the course module. General Education Competencies: See KCTCS Catalog for a list of competencies. This is required for all general education courses. Approved Module Competencies: General statements describing the knowledge and/or skills the learner will demonstrate upon completing the course module. Student Learning Outcomes: Specific statement describing what the learner will be able to do in some measurable way upon completing the course module.
Brief Outline and Schedule Use the table to briefly outline the learning activities being developed to engage the students in mastery learning. Learning activities should be based upon course module competencies and outcomes and may include: readings, simulations, videos, audio, games, projects, labs, and other activities. Estimate the time it will take to complete each learning activity and list the time in the column provided. Please note, this time is NOT intended to create due dates or time
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restrictions for the learners. This information will be used to help determine total contact hours for the course. If additional lines are required in the table, press the tab key when you have reached the last line to add more.
Laboratory Tools, Equipment and Supplies If a lab is required for the course module, use the table to list the tools, equipment and supplies that will be required. List the number required items. List the location where the item can be found or obtained. If additional lines are required in the table, press the tab key when you have reached the last line to add more.
Audio-Visual Equipment and Supplies Use the table to list the audio-visual equipment and supplies that will be required for the course. This would include items not found within Blackboard (E.g. web camera, microphone, speakers, etc.) List the number of required items. List the location where the item can be found or obtained. If additional lines are required in the table, press the tab key when you have reached the last line to add more.
Web-based Teaching Outline Time: Specifies the recommended amount of time to complete the activity. Should align with Brief Outline and Schedule table. Learning Activity: List the learning activity. Should align with Brief Outline and Schedule table. Learner Competencies/Outcomes: List the competencies and outcomes that align with the specified learning activity. Learner competencies and outcomes may align with multiple learning activities. Learning Activity Detail: Describe directions and specific steps to follow in order to complete the learning activity. Be very detailed- this information will be used as an instruction guide for the course module facilitator. Instructor Notes: Special notes or instructions to help effectively facilitate the learning activity. List any specific instructions, suggestions, and key points. Be very detailed- this information will be used as an instruction guide for the course module facilitator. Type of Media: List the types of media materials used for the activity. This may include: Word document, website, pdf file, video, audio, etc. Media Filename/URL: List the media filename or URL. Student Resources: List any additional student resources not included in Blackboard. This may include: web camera, Microsoft Excel, lab supplies, etc. Suggested Enrichment/Remediation Resources: List suggested enrichment or remediation resources for facilitator to provide to learners as needed. This may include: websites, books, or other media.
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Each Learning Activity is placed within a separate table. If additional Learning Activity tables are required, click the crossed arrows at the top left of the last table so it is selected. Copy the table and paste it in the space below as needed.
Laboratory/Clinical Teaching Outline Time: Specifies the recommended amount of time to complete the laboratory activity. Should align with Brief Outline and Schedule table. Learning Activity: List the laboratory learning activity. Should align with Brief Outline and Schedule table. Learner Competencies/Outcomes: List the competencies and outcomes that align with the specified learning activity. Learner competencies and outcomes may align with multiple learning activities. Learning Activity Detail: Describe directions and specific steps to follow in order to complete the learning activity. Be very detailed- this information will be used as an instruction guide for the course module facilitator. Instructor Notes: Special notes or instructions to help the facilitator effectively facilitate the learning activity. List any specific laboratory instructions such as location, procedures, or equipment required. Be very detailed- this information will be used as an instruction guide for the course module facilitator. Type of Media: List the types of media materials used for the activity. This may include: Word document, website, pdf file, video, audio, etc. Media Filename/URL: List the media filename or URL. Student Resources: List any additional student resources not included in Blackboard. This may include: web camera, Microsoft Excel, lab supplies, etc. Suggested Enrichment/Remediation Resources: List suggested enrichment or remediation resources for facilitator to provide to learners as needed. This may include: websites, books, or other media. Each Learning Activity is placed within a separate table. If additional Learning Activity tables are required, click the crossed arrows at the top left of the last table so it is selected. Copy the table and paste it in the space below as needed.
Course Module Pre-Assessment Assessment Tool: Describe the assessment tool. Will it be an exam (multiple choice, essay, short answer, matching, etc.)? A performance checklist? A rubric? File Location/Name: List the name of the assessment tool and where it can be found (in Blackboard- course content). Include correct naming conventions for files. When developing course module assessments: o Utilize a variety of assessment methods/tools. o Fit the circumstances, the subject, and the participants. o Measures prerequisite knowledge and skill. o Measures student learning outcomes.
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Course Module Post-Assessment Assessment Tool: Describe the assessment tool. Will it be an exam (multiple choice, essay, short answer, matching, etc.)? A performance checklist? A rubric? File Location/Name: List the name of the assessment tool and where it can be found (in Blackboard- course content). Include correct naming conventions for files. Usually this is identical to the pre-assessment and measures participants understanding of the material and their ability to apply their knowledge. When developing course module assessments: o Utilize a variety of assessment methods/tools. o Fit the circumstances, the subject, and the participants. o Measures prerequisite knowledge and skill. o Measures student learning outcomes.
2. Course Module Syllabus This document will be inserted into Blackboard under the Syllabus tab. The syllabus may be developed in SoftChalk.
Course Module Number and Course Module Title List the Course Module Number (e.g. BOB1013) and Course Module Title (e.g. Basics of Baking: Decorating a Cake). Module Credits: Credit hours for course module. Should align with information in Part 1: Course Module Template & Instruction Guide. Contact Hours: Total contact hours for course module. Prerequisites/Co-requisites: List all required courses. Course Module Schedule/Calendar: Use text provided. Course Module Description: Briefly describe the course module. What is the subject about? What format(s) will be used? Etc. General Education Competencies: See KCTCS Catalog for a list of competencies. This is required for all general education courses. Learner Competencies and Outcomes: List statements describing the knowledge and/or skills the learner will demonstrate upon completing the course module. Grading Criteria: Describe the grading criteria for the course. This should be determined by the Course Team Leader. The course should be based upon mastery learning. Credit for Prior Knowledge: Use text provided. Plagiarism Statement: Use text provided. Disability Statement: Use text provided.
Instructional Materials Textbook or e-book: List name and ISBN for reading materials. Other Resources or Materials: List lab equipment or additional supplies needed to complete the course module.
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Software Requirements: List programs the learners will need in order to complete the course. This may include programs to help learners access content (e.g. Adobe Acrobat Reader) and/or programs needed to complete assignments and projects (e.g. Dreamweaver for developing a website). This information should also be included in Blackboard under the Getting Started tab.
3. Course Module Welcome Letter This document will be inserted into Blackboard under the Getting Started tab.
Welcome Letter The welcome letter should be written by the Course Team Leader since they oversee the entire course. Complete the information in the grey fields where noted.
Questions or Comments Any questions or comments regarding the course modularization process or the use of the Module Development Template & Instruction Guide should be directed to:
Annette Parker Director for Modularization and Workforce Education Office Phone: (859) 256-3284 Cell: (859) 753-7736 Email: [email protected]
Walt Barlow Modularization and Curriculum Specialist Office Phone: (859) 256-3382 Cell: (859) 753-7583 Email: [email protected]
Sara Porter Instructional Designer and Quality Assurance Coordinator Office Phone: (859) 256-3560 Email: [email protected]
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Frequently Asked Questions Ask yourself these questions as you complete your module development
Do module objectives parallel the objectives of the traditional course?
Do module objectives, and the module description, match those listed on the official approved module course.
Are module outcomes and competencies written to perform valid assessment so they can be measured?
Is the grading criteria clearly stated for the module? For individual activities?
Did you cite all sources, using APA or MLA style, referenced in module?
Have you built into the module development activities instructor/student introductions?
Have you built into the module additional learning resources/links?
Have you addressed the various learning styles? (Visual, cognitive, psychomotor, e.g. options to print materials, video, audio, gaming, simulations, animations…)
Is it clearly stated to students when, how, and to whom to turn in completed exercises?
Have you built into the module development activities student feedback?
If a textbook is required, are references to sections/pages of the textbook clearly stated?
Have all supporting materials for students been provided to the instructional designer?
Do assessment tools provide evidence that indicates students have achieved the desired learning outcomes?
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Section III
Principles of Instructional Design and Technology
What is a Module? A module is a component of an approved college course that is a standalone component of the traditional course. A student’s successful completion of a module earns academic credit based on the module contact hours. The student also earns an academic grade which evaluates the student’s success in achieving the expected outcomes. The sum of a series of modules equals but does not exceed the sum of credit awarded in a term based course. Therefore, all modules will lead to a credential.
Modules are offered as a separate educational package, which includes learning outcomes, and may include learning activities and assessment procedures, designed to guide learners through a specific unit of instruction. At the Kentucky Community and Technical College System, a standard system-wide course syllabus will be created for each module.
Modules are competency based; therefore, they require a pre-test and post- test. If a student successfully completes a pre-test they can test out of a module. A faculty member may also use a module post test to determine prerequisite levels. Competency based modules have predetermined levels of competency; therefore a student must achieve the level of competency to successfully complete a module. A student will remain in a module until the level of competency is met or the student has spent up to 150% of the module contact hours attempting to successfully complete.
If a student has not completed the module at the 150% point they will be given a grade based on the competencies met in the course work completed, (e.g. if a module is 10 contact hours in length, a student cannot exceed 15 hours to complete the module without receiving a grade).
Module Components This module format uses five components: student learning outcomes, self-paced content, activities, review, and assessment. Further, the ARISE and VLI initiatives require that the modules be competency based open-entry self paced instruction, which suggests a self-directed mastery learning approach to student success.
When adapting a course to a modular format, it works best to think of the sections of the course in “teachable units/topics” that can stand alone as academic units of the original course. Content experts in every field know what “teachable units/topics” and are chunked together into a module. Therefore, there is no set standard as to how many modules make up the entire course. However, the sum of the modules must equate to the course. For each module, competencies and outcomes are developed. (This breakdown of content may have already
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Chunking a course into modules helps prioritize and organize content. Content that does not fit a particular module should not be included in that module. The content that does not fit can be included in a different module. Modules must keep content focused, the more planning of the module structure, the better (Deborah Cole, 2006).
Each module has a description, student learning outcomes, a pre-assessment, self-paced content, review questions, and a post-assessment. Modules may also include other types of learning and assessment activities like blended hands-on laboratory activities, reading assignments, quizzes, and Internet-based activities.
Assessments should present multiple questions for each objective, evaluate several different cognitive levels (recall facts, understand concepts, apply information, analyze, synthesize, and evaluate information), test the student’s higher order thinking skills, and where applicable test learner’s psychomotor skills.
Some modules are organized vertically, so that beginning modules cover basic skills, additional modules cover more advanced skills, and there is a specific progression for completing the modules. Other modules could be arranged horizontally on the other hand. For example, someone may learn basic skills in one module, and may also need to learn other basic skills in another module. Or, once basic skills are mastered, students may opt to explore one of several “parallel” areas of expertise, each represented in a separate module. Also, some modules may have a pre-requisite of an earlier module but some may have no relation to prior modules. Self-Directed Instruction Self-directed learning is initiated and directed by the learner and can include self-paced, independent, and individualized learning as well as self-instruction. Whatever terminology is used, self-directed learning places the responsibility for learning directly on the learner. Learners who take the initiative in learning and are proactive learners learn more and better than passive learners (reactive learners). Proactive learners enter into learning more purposefully and with greater motivation. They also tend to retain and make use of what they learn better and longer than reactive learners. The independent learner is one who is more involved and active within the learning process (Richard S. Sullivan, 1995).
Self-paced, technology-based instruction vs. e-learning Before describing how adults learn from self-paced using technology-based instruction, let’s compare e-learning with self-paced, technology-based instruction. E-learning modules are more group-paced than self-paced. Therefore, the design of e-learning modules is different than the design of self-paced, technology-based modules. For example, adult learners take 0f76c401415bd1c77b220e6cdc71fe6b.doc Date Last Modified: 1/18/18 Page 30 of 41 Kentucky Community and Technical College System- KCTCS self-paced technology based modules in the context of their employment, and they usually engage in conversations about the module with colleagues and managers. These discussions may be peer-to-peer or learner-to mentor and are similar in their focus and goals to threaded discussions in an e-learning course (Dobrovolny, 2003).
Additionally, working adults take self-paced modules when they need new information or skills to successfully complete a recently assigned task or project or are in the process of seeking job advancement. So they typically apply their new skills within a few days of taking the module. This just-in-time context creates an authentic learning environment where the learner’s work group often provides collaborative interaction (Dobrovolny, 2003).
E-learning supports the self-directed learner in pursuing individualized, self-paced learning activities. The learner, working at a computer at a convenient time and pace, is able to search and utilize the vast resources of the Internet and research nearly any topic imaginable. Students can visit libraries, museums and various institutes world-wide, talk to professionals, access recent research, and read newspapers and peer reviewed scholarly journals online.
Content Development and Delivery Research shows that the process adult learners follow when taking self-paced, technology- based corporate training begins with and is sustained by self-assessment and self-correction (metacognition). Learners repeatedly assess their understanding using both internal self- assessments and any self-check questions, simulations, or practice exercises included in the course (Dobrovolny, 2003).
This model of how adults learn from self-paced, technology-based corporate training implies that designers should always include the following:
Frequent opportunities for learners to self-assess and self-correct
Consistent Blackboard buttons, Table of contents, searchable index, site or content map, section summaries, headings, search capabilities, and a glossary so learners can use the course both as a training intervention and as a job aid, or reference
Print features for learners to make paper copies of some or all of the module
Numerous and relevant examples
Reflection questions to help learners create personal relevancy
Definitions for all acronyms and technical terminology (Softchalk, etc.)
There are a number of methods and media for delivering content to students, such as:
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Printed readings (textbooks) Online readings Presentations (PowerPoint, etc.) Links to sites on the Web Web-based Audio and Video files Blackboard features, including chat rooms, discussion boards, and e-mail Guidance for hands-on practice Gaming Simulations
Use the content delivery methods that make the most sense for the module topic and the type of information being presented. Also keep in mind that the more variety in the way information is delivered, the more effective is the learning. Be certain that the student has all the necessary instructions, materials, equipment, and supplies to complete the module without difficulty. Objectives, activities, and assessments should be clearly relevant to the module topic and the information presented, and student activity instructions should leave the learner without confusion about what is expected or how to do the activities.
Planning and Using Open-Entry Self-Paced Learning Activities Open-entry self-paced learning has many advantages, including enabling students to work through selected parts of the curriculum at their own pace, in their own way, and where and when they want to work on them. The following suggestions are aimed towards faculty and staff to assist them in the design of the learning resource materials.
Make the objectives or intended learning outcomes clear. Work out precise statements of the things students can do after working with self-paced learning materials. Ensure that students understand exactly what they must demonstrate competency in as a result of completing a module.
Educational Taxonomy There is more than one type of learning. A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities:
Cognitive: mental skills (K n o w l e d g e ) Affective: growth in feelings or emotional areas (A t t i t u d e ) Psychomotor: manual or physical skills (S k i l l s )
Domains can be thought of as categories. Educators often refer to these three domains as KSA (Knowledge, Skills, and Attitude). This taxonomy of learning behaviors can be thought of as "the
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goals of the educational process." That is, after successful completion, the learner should have acquired new skills, knowledge, and/or attitudes (David r. Krathwohl, 1964).
This compilation divides the three domains into subdivisions, starting from the simplest behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised in the educational and training world. However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today.
Arranged from higher to lower order thinking skills
Cognitive Domain The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first one must be mastered before the next one can take place.
Category Example and Key Words
Knowledge: Recall data or information Examples: Recite a policy. Quote policy from memory to a co-worker. Knows the safety rules.
Action Verbs: Defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.
Comprehension: Understand the meaning, Examples: Re-writes the principles of test writing. translation, interpolation, and interpretation of Explain in own words the steps for performing a instructions and problems. State a problem in one’s complex task. Translates an equation into a
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Action Verbs: Comprehends converts, defends, distinguishes estimates, explains, extends, generalizes, gives examples, infers, interprets paraphrases, predicts, re-writes, summarizes, and translates.
Application: Use a concept in a new situation or Examples: Use a manual to calculate the speed of a unprompted use of an abstraction. Applies what was cutting tool. Apply laws of statistics to evaluate the learned in a module into novel situations in the work reliability of a written test. place. Action Verbs: Applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
Analysis: Separates material or concepts into Examples: Troubleshoot a piece of equipment by component parts so that its organizational structure using logical deduction. Recognize logical fallacies in may be understood. Distinguishes between facts and reasoning. Gathers information from a source and inferences. selects the required tasks for training.
Action Verbs: Analyzes, breaks down, compares, contrasts, and diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, and separates.
Synthesis: Builds a structure or pattern from diverse Examples: Write a company operations or process elements. Put parts together to form a whole, with manual. Design a machine to perform a specific task. emphasis on creating a new meaning or structure. Integrates training from several sources to solve a problem. Revises a process to improve the outcome.
Action Verbs: Categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, re-writes, summarizes, tells, writes.
Evaluation: Make judgments about the value of ideas Examples: Select the most effective solution. Hire or materials. the most qualified candidate. Explain and justify a new budget.
Action Verbs: Appraises compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, and summarizes, supports.
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Affective Domain The affective domain emphasizes a feeling tone, an emotion, or degree of acceptance or rejection. The five major categories are listed from the simplest to the most complex:
Category Example and Key Words
Receiving: Awareness, willingness to hear, selected Examples: Listen to others with respect. Listen for attention. and remember the name of newly introduced people.
Action Verbs: Asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses.
Responding: Active participation on the part of Examples: Participates in discussion boards. Gives a learners. Attends and reacts to a particular event. presentation. Questions new ideals, concepts, Learning outcomes may emphasize compliance in models, etc. in order to fully understand them. Know responding, willingness to respond, or satisfaction in the safety rules and practices them. responding (motivation). Action Verbs: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.
Valuing: The worth or value a person attaches to a Examples: Demonstrates belief in the democratic particular object, event, or behavior. This ranges process. Is sensitive towards individual and cultural from simple acceptance to the more complex state differences (value diversity) Shows the ability to solve of commitment. Valuing is based on the problems. Proposes a plan to social improvement internalization of a set of specified values, which and follows through with commitment. Informs clues to those values are expressed in the learner’s management on matters that one feels strongly overt behavior and are often identifiable. about.
Action Verbs: Completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.
Organization: Organizes values into priorities by Examples: Recognizes the need for balance between contrasting different values, resolving conflicts freedom and responsible behavior. Accepts between them, and creating a unique value system. responsibility for one’s behavior. Explains the role of The emphasis is on comparing, relating, and systematic planning in solving problems. Accepts synthesizing values. professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self.
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Action Verbs: Adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes.
Internalizing: Has a value system that controls their Examples: Shows self-reliance when working behavior. The behavior is pervasive, consistent, independently. Cooperates in group activities predictable, and most importantly, characteristic of (displays teamwork). Uses an objective approach in the learner. Instructional objectives are concerned problem solving. Displays a professional with the student’s general patterns of adjustment commitment to ethical practice on a daily basis. (personal, social, emotional). Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look.
Action Verbs: Acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.
Psychomotor Domain The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories are listed from the simplest to the most complex:
Category Example and Key Words
Perception: The ability to use sensory cues to guide Examples: Detects non-verbal communication cues. motor activity. This ranges from sensory stimulation, Estimate when a ball will land after it is thrown and through cue selection, to translation. then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet.
Action Verbs: Chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.
Set: Readiness to act. It includes mental, physical, Examples: Knows and acts upon a sequence of steps and emotional sets. These three sets are dispositions in a manufacturing process. Recognizes one’s that predetermine a person’s response to different abilities and limitations. Shows desire to learn a new situations (sometime called mindsets). process (motivation).
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Action Verbs: Begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.
Guided Response: The early stages in learning a Examples: Performs a mathematical equation as complex skill that includes imitation and trial and demonstrated. Follows instructions to build a model. error. Adequacy of performance is achieved by Responds to hand signals of instructor while learning practicing. to operate a fork lift.
Action Verbs: Copies, traces, follows, react, reproduce, responds.
Mechanism: This is the intermediate stage in Examples: Use a personal computer. Repair a learning a complex skill. Learned responses have leaking faucet. Drive a car. become habitual and the movements can be performed with some confidence and proficiency. Action Verbs: Assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.
Complex Overt Response: The skillful performance Examples: Maneuvers a car into a tight parallel of motor acts that involve complex movement parking spot. Operates a computer quickly and patterns. Proficiency is indicated by a quick accurate, accurately. Displays competence while playing the and highly coordinated performance, requiring a piano. minimum of energy. This category includes performing without hesitation, and automatic Action Verbs: Assembles, builds, calibrates, performance. For example, players are often utter constructs, dismantles, displays, fastens, fixes, grinds, sounds of satisfaction or expletives as soon as they heats, manipulates, measures, mends, mixes, hit a tennis ball or throw a football, because they can organizes, sketches. tell by the feel of the act what the result will Note: The action verbs are the same as Mechanism, produce. but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc.
Adaptation: Skills are well developed and the Examples: Responds effectively to unexpected individual can modify movement patterns to fit experiences. Modifies instruction to meet the needs special requirements. of the learners. Perform a task with a machine that was not originally intended to do (machine is not damaged and there is no danger in performing the new task).
Action Verbs: Adapts, alters, changes, rearranges, reorganizes, revises, varies.
Origination: Creating new movement patterns to fit Examples: Constructs a new theory. Develops a new a particular situation or specific problem. Learning and comprehensive training program. Creates a new outcomes emphasize creativity based upon highly
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Action Verbs: Arranges, builds, combines, composes, constructs, creates, designs, initiates, makes, originates.
Assessments In the KCTCS Online modules we are using a balanced assessment system, in which both formative and summative assessments are an integral part of information gathering.
Formative Assessments will provide the information about individual student learning needed to adjust teaching and learning while it is happening. Because it informs both the instructor/facilitator and students about student learning so that timely adjustments or interventions can be made, these strategies help to ensure student mastery of targeted module competencies within the suggested time frame. Therefore, formative assessment is used as "practice”, to gauge and support student performance in achieving mastery. This practice will also help instructor/facilitators determine next steps during the learning process as the instruction approaches the summative assessment (mastery) of student learning.
Summative Assessments are given to determine what students know and do not know, in other words, mastery. Therefore, summative assessments are an accountability measure that is used as part of the grading process. Here are approved methods of summative assessments for modules:
Post- tests Other graded criteria of the module
The summative assessment is a means to prove student learning relative to module competency standards. This information is important because it will help us to evaluate certain aspects of the learning process for continuous improvement of module content and student learning.
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Section IV:
Definition of Terms Parent Course – The approved course from which the modularized credit segments and/or modules are derived.
Modularized Credit Course – A segment/component of the parent course for which content (description, requisites, outline, competencies, and activities/experiments) has been determined and credit assigned. The modularized credit course is approved thru the KCTCS course/curriculum approval process. The module may be used as a delivery method for the modularized credit course content. The sum of constituent modularized credit courses is equal to the credit of the parent course. Modularized credit is awarded upon successful completion of a course module.
Module – A module is a component of an approved college course that is a standalone component of the traditional/parent course. A module is one of the methods through which modularized credit is delivered. A module may be offered in any number of formats (on- ground, on-line, hybrid, web-enhanced). The module is a discreet segment of a parent course.
Pilot Course – A new course that is developed to meet the immediate needs of the community or is offered to discover and correct content or problems before full implementation. (The Procedure for Offering New Courses on a Pilot Basis can be found in Rules of the Senate, Section III, 2.6).
Early implementation – New courses that have completed the approval process by the end of December may be implemented no sooner than summer/fall of the following academic year. Those courses that have completed the approval process by the end of May, may be implemented no sooner than spring of the following academic year. (Example: Approved December 2007 will be implemented summer or fall 2008; Approved March 2008 will be implemented spring 2009). Colleges or curriculum committees that wish to implement courses/curriculum sooner than the usual schedule is considered early implementation. Courses that have been revised are not eligible for early implementation unless the changes were processed using the minor course revision form. In those cases, the college should request early implementation by the System Registrar.
Blooms Taxonomy - A taxonomy of educational objectives that is a classification of the different objectives and skills that instructors set for students (learning objectives).
Competency—A skill performed to a specific standard under specific conditions.
Mastery learning- A instructional strategy in which learners only advance to a new learning objective after they have mastered its prerequisite objectives. 0f76c401415bd1c77b220e6cdc71fe6b.doc Date Last Modified: 1/18/18 Page 39 of 41 Kentucky Community and Technical College System- KCTCS
Skill - A task or group of tasks performed to a specific level of competency or proficiency which often use motor functions and typically require the manipulation of instruments and equipment (e.g., IUD insertion or Norplant ® implants removal). Some skills, however, such as counseling, are knowledge- and attitude-based.
Scripting Activities - documenting step-by-step learning activities to organize and chunk related task within a module to assist instructional designers.
Student-centered - An approach to education focusing on the needs of the students, rather than those of others involved in the educational process, such as instructor and administrators. For example, course may address the needs of a particular student audience to learn how to solve some job-related problems using some aspects of mathematics.
Teacher-centered - An approach to education that focuses on the instructor working with a group of students at a pre-determined time. Time and location is determined by the instructor and/or administrators. The teacher is in control of group membership and students respond to directions and step by step instruction from the teacher as they progress through activities.
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Section V:
Works Cited David r. Krathwohl, B. S. (1964). Taxonomy of Educational Objectives. New York, New York: David McKay Company, Inc.
Deborah Cole, J. M. (2006, July 24). Developing Open Entry Modules. Developing Open Entry Modules . Lansing, Michigan, USA: Lansing Community College.
Dobrovolny, J. (2003). A Model for Self-Paced Technology-Based Training. Retrieved November 26, 2007, from Learning Circuits - ASTD's Source for E-Learning: http://www.learningcircuits.org/2003/sep2003/dobrovolny.htm
Education, O. S.-C. (2002). A revision of Bloom's Taxonomy: an overview - Benjamin S. Bloom, University of Chicago. Retrieved November 26, 2007, from BNET Research Center: http://findarticles.com/p/articles/mi_m0NQM/is_4_41/ai_94872707/pg_8
Richard S. Sullivan, P. (1995). The Competency-Based Approach to Training - U.S. Agency for International Development. JHPIEGO Corporation.
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