Preliminary Design Document Learning Module Overview

Preliminary Design Document – Learning Module Overview This document is a template to be used for each module you create. Please save a new copy of this file with the module number in the filename. Click the File menu and then use "Save As" to save a new copy. Here is an example of how to name the new with your course subject, number, and module number: “PDD_ENGL101_LM01".

The term “module” when used in instructional design is meant to denote a discrete component of the course as a whole. Consider how your course will be delivered – for example, by topic or by time. Your first module could be “Class 1”, “Week 1”, “Chapter 1”, or “Step 1”, among other possibilities.

Your module will include

 an overview  measureable objectives  reading assignments (if applicable)  3-10 pages of instructional materials  learning activities / assessments

While the actual contents of your module may vary, the list above is considered our standard.

Below you will be asked to provide your own module pieces wherever you find red text. You can delete the red text below to add your own content.

Module Title:

Type your module’s title, if any, here.

Module Overview:

In an online course, it is important to give the students guidance. An overview and objectives give the student insight into the purpose of the instructional materials.

The overview is a brief summation of the module.

Type your own overview paragraph here. Objectives:

In an online course, it is important to give students guidance. The objectives help students focus on the instructional materials you find most critical.

Examples:

By the end of this lesson the student will be able to:

Identify by sight the eight phases of cell mitosis.

Explain the difference between mitosis and meiosis.

By the end of this session, learners will be able to:

Discuss the role and function of religion in human life.

Describe theories of the origin of religion.

Objectives may also have sub-objectives if necessary.

Remember, objectives should be measurable and achievable. Verbs such as

know, comprehend, understand, appreciate, familiarize, study, be aware, become acquainted with, gain knowledge of, cover, learn, or realize are not good to use because they are difficult to measure or achieve, since they are not sufficiently specific.

What does understand mean? It is unclear what the instructor intends.

Define, recite, analyze, compare, explain, defend, criticize All of these verbs are more precise than understand.

If you need more help with objectives, ask your instructional designer! You can specifically ask for information on Bloom’s Taxonomy to connect measurable verbs with appropriate levels of learning. Insert your own objectives here.

By the end of this module, students will be able to:

1. 2. Suggested Content for Online Presentation:

This section could be analogous to the in-course lecture of a face to face course. However for this document the term “lecture” is meant to be loosely considered: This is the place for the instructor to share knowledge and expertise with the learners. It may include original text, images and diagrams, interactive activities, and audio/video components.

We will use this content to create pages of roughly 250-300 words. Remember that while bullet points are great talking points, they are difficult to read for someone without context, so this material should be predominately narrative in nature. Since each page will have a title or header, you can assist your instructional designer by supplying headings in the material as you go.

Also feel free to include any images, diagrams, or other components you feel would be helpful. Remember to consider copyright restrictions – you cannot use material by someone else without permission. Fortunately, the ITRC has access to multi-media experts who can help us create or find images and other media. Also, we can guide you in securing copyright permissions if necessary. Be sure to include the link to any material you find online, so our staff can check on the copyright restrictions.

Paste in or type narrative or commentary for the learning module here. This content should be in your own words and independent of the textbook. Explain the main concepts in this module, share the stories you would tell in a face to face class to illustrate concepts, etc. It should contain 3 to 10 single spaced pages. Use Headers to divide your content into different topics as you go. This will help the ITRC keep page titles correct in the course.

Notes on Delivery Strategies:

Have a great idea for how you’d like to deliver particular information in this module? Audio, video, flash, or another concept? Share your thoughts here!

Module Reading Assignment(s):

The following chapter(s) from :

Learning Activities / Assessments:

This is where you will list the various activities and assessments you have planned for the module. Remember that for graded assessments it is essential to have a rubric of your expectations to make sure the student knows what to do for credit.

Each component of a module connects back to its objectives. From the learner’s viewpoint, the objectives should give the specific outcomes the module is meant to achieve the content gives the learner instruction on those topics the activities give the learner the opportunity to practice the new knowledge and skills, and the assessments allow the learner to display his or her content mastery for the instructor.

Since each of the module objectives should further feed into larger course-wide objectives, it is also worth considering allowing the module assessments to feed into each other or into larger projects.

Assessments should always be accompanied by rubrics for grading! If you have not been provided with samples, or if you need assistance, please ask your instructional designer about rubrics!

Have quizzes and exams you’d like to load into your online course? Ask your instructional designer for more information about Respondus, a tool which makes uploading and managing exams easier!

Enter the title and content of your activity or assessment here. You can also indicate a location (specify by heading in the content above) and whether your assessment will be graded or not. If you’re not sure how best to present an activity online, ask your instructional designer for ideas and assistance! Possibilities include, but are not limited to, journal entries, worksheets, interactive activities, self tests, discussions, assignments, quizzes, and exams!

Discussion 1: – What concepts from the readings were the most surprising to you? Graded. (I’d like some help building an appropriate rubric for this.)

Assessment: A 20 question multiple choice exam. I have attached in a separate file an exam bank of 40 questions in Respondus format, and would like the exam to select 20 randomly. The exam should have a one hour time limit, and allow the student two attempts.