Standards for Excellence Exemplars EDITED...

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STANDARDS FOR EXCELLENCE IN

DIGITAL CONTENT DESIGN AND

DEVELOPMENTExemplars

This document provides supporting examples and quality indicators that explain the specific expectations related to meeting each standard.

Standards for Excellence in Digital Content Design and Development

Exemplars Draft Version, September 9, 2015

Standard 1: Foundations and Expectations The degree to which the content creates a solid foundation, clearly communicates expectations, and meets external requirements

Quality Indicator 1.1 The course description clearly introduces the purpose and aligns with course content. Definition/Explanation Course description – A course description provides students with information to evaluate and make a decision to enroll in the course. However, course descriptions should be more than just brief, incomplete sentences that provide little more than basic information. A good course description gives the student a thorough explanation of the course content, focusing on the content and what will benefit the student by taking the course. A course description does not focus on the Instructor.

Good Example Bad Example Example 1 In this course, students explore leadership models and theories, the core principles of healthcare administration leadership, and the application of systems thinking to healthcare administration. Students examine how to create strategies and solutions that efficiently utilize healthcare resources. Students also discuss descriptive and prescriptive systems, focusing on the application of these processes to current health issues and challenges for healthcare administrators at the organizational and community levels.

Example 2 Diminishing resources are compounding the societal challenges facing human services

Example 1 This module provides an overview of contemporary approaches to talent development in organisations, situating this activity in the wider context of achieving the organisational objectives. The aim of the module is to deliver the knowledge and understanding required to diagnose, analyse, critique and develop talent development strategies that are intended to develop capability and performance in the organisation.

Example 2 Examination of theory and behavior in public and non-‐profit organizations. Focus on the importance of understanding the behavior,

agencies today. In this course, students will examine the core competencies that human services administrators need to address these challenges and make a greater difference in the communities they serve. A broad range of skills and innovative approaches will be discussed, including cross-‐agency collaboration, stakeholder communication, supervision of people and processes, creation and implementation of policies, and strategic planning and management. Through course discussions, applications, and critical literature reviews, students can demonstrate knowledge and skills that are directly translatable to their current work environment. In addition, they will explore how administration of human services organizations would differ across different cultures or societies. In addition to using case studies and access to a virtual city to bring life to the readings by giving students a chance to apply the material in complex situations, students will also use Part 2 of a graphic novel that started in a prior course to help them see the transition from a focus on individuals and families to a focus on organizations and communities. In addition, students will participate in group activities that don’t require synchronous communications, as each student will be responsible for their own project, but they will also participate in feedback and critiques of group members’ presentations and final projects.

motivations, and actions of individuals in public service and on the distinctiveness of management and leadership in public organizations.

Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator) Here are some good ideas for composing a good course description:

1) Open with a definition/explanation that sets the context for the description: Ex: Diminishing resources are compounding the societal challenges facing human services agencies today.

2) Ask a question: Ex: Are you confused about how to make hog farming profitable? This course examines how to use social media marketing to achieve your goals for profitability in the field of animal husbandry.

3) Share a thought-‐provoking fact: Ex: Money is the root of all evil. 4) Emphasize the end result: Ex: At the completion of the course, students will be able to

assess the value of various risk tools, apply those tools to any critical infrastructure within their multi-‐jurisdictional region, and draft policies to reduce the risk associated with future terrorist attacks.

Standard 1: Foundations and Expectations

The degree to which the content creates a solid foundation, clearly communicates expectations, and meets external requirements

Quality Indicator 1.2 The course syllabus is clear and accurate, aligns with course content, and uses consistent formatting. Definition/Explanation Syllabus – A syllabus is a contract between the student and the Instructor that defines the student’s role and responsibilities and the Instructor’s role and responsibilities. It provides a clear statement of intended goals and outcomes; establishes standards, procedures, and dates/times for submitting coursework, and procedures for evaluation and assessment. The syllabus also acquaints the student with the logistics of the course; provides pertinent links and phone numbers for technical assistance on the use of Black Board or other electronic academic platforms and media; provides information concerning accessibility and where to find student disability services; provides detailed information on department, college, and accreditation expectations, including pre/post-‐requisites, place of course in the department/college/major/; provides a description of the university/college’s urban-‐serving mission and vision for social change and global diversity; includes detailed grading scales and rubrics; provides policies regarding absences and making up missed or late work; and, lastly, provides information concerning academic honesty, discipline matters, and what to expect in cases of plagiarism, grade appeals, and other complaints. Aligns with course content – The syllabus accurately and clearly reflects what topics in the course subject matter (i.e., content) will be discussed (either in weeks, units, or modules), and what/when will be due in the way of assignments, applications, and/or quizzes and exams. Uuses consistent formatting – The syllabus will always look familiar, recognizable, and uniform according to the template used and approved by the college/university. Good Example Bad Example

The syllabus template below is an example that, if properly executed, will result in a good syllabus:

N/A

Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator) Generally, each college/university has a preferred syllabus template that is required. Always check with your department to get the most current version and follow all college/university guidelines for including required information on syllabi. Requirements will vary among institutions.

(Sample Syllabus Template)

ABCD 1234E: This Is the Title of the Course

Student Support and Calendar Information So that you have all key information available to you off-‐line, it is highly recommended that you print the following items for your reference:

Syllabus, including the Course Schedule, located below as a linked PDF Term Calendar Student Support

Credits 5 quarter hours XYZ University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work, and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content.

Course Description

Place Course Description here

Course Prerequisites ABCD 1001: Course Title Here

Course Outcomes By the end of this course, you should be able to:

List course outcomes (or goals) here

Click the following link to access the Assessment Map: If an Assessment Map is required by your department, (insert a hyperlink here)

Overview of the 12-‐Week Format The Learning Resources, Discussions, Assignments, and grading criteria in this 12-‐week version of ABCD 1234E are identical to those in the 6-‐week version of the course. The 12-‐week course differs from the 6-‐week course only in the amount of time you have to complete the assignments. This 12-‐week version of ABCD 1234E contains 6 units, with each unit spanning 14 days.

Even though you have 2 weeks to complete each unit’s coursework, be sure to note due dates for all assignments and manage your time accordingly. Consult the Course Schedule in this Syllabus for assignment due days in this course. Assignment details and late policies are addressed in another section of this Syllabus.

Course Materials The following required course text and materials must be purchased from the bookstore link on your myXYZ page. When you receive your package, make sure that all required course texts and materials have been included. If any of your materials are missing, incorrect, or damaged, please contact the Student Support Team. Contact information for the Student Support Team can be located in the Student Support area of the classroom.

Course Text(s) List all course texts here in APA or MLA format, depending on which one is used in your department.

Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each unit and within the Course Schedule.

Course Readings List (Bibliography) The Course Readings List contains all of the required XYZ Library resources for this course. Please click on the following link to access the list: (Insert hyperlink here)

Media Assigned course media elements are found within the Learning Resources pages and are available via a streaming media player or a hyperlink to the individual item.

Course Schedule For full assignment details and directions, refer to the Assignment area in each unit.

All assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time.

Click the following link to access the Course Schedule: (Insert hyperlink here)

Course Calendar A printable course calendar is located in the Term Calendar area in the classroom.

Course Requirements In order to successfully complete this course, you need to:

1. Complete all six units in a systematic, comprehensive, and timely manner. 2. Complete all reading assignments. 3. Actively participate and post thoughtful responses in online Discussions. 4. Complete all written assignments satisfactorily.

Course Assignments (These are only examples of what may be required in a course.)

Discussion Online Discussion is an important activity based on the underlying belief that students learn from one another. For each required Discussion question, you are required to respond to the Discussion Spark posted by your Instructor at the beginning of the unit; post your initial response to the Discussion topic; and respond to your colleague’s posting later in the unit. If there is more than one Discussion question for the unit, complete the questions in the order they are listed.

The Discussion Spark prepares you for the Discussion topic/question by focusing on an idea related to that topic/question. The Instructor will provide a Discussion Spark topic/question in the Discussion thread.

All Discussion postings need to be made in each unit’s Discussion area of the course. Please do not e-‐mail postings to the Instructor or other students.

Please refer to the Discussion area for specific instructions. Discussions will be graded according to the Discussion, Assignments, and Final Project Evaluation Criteria rubric found in the Course Information area.

Assignments Assignments are often written and submitted to the Instructor for evaluation. Complete directions are in the Assignment area, including how and where to submit the assignment and the due date. If there is more than one assignment for the unit, click on each link to access. Please note that you should keep a copy of your assignments on your computer in case of any technical difficulties.

XYZ University expects you to act with integrity and honesty in your academic courses. Information on scholarly writing may be found at the (Insert hyper link). See the Guidelines and Policies and Academic Integrity areas for more details. Check the Course Information area for any rubrics relating to the assignments.

Final Project Throughout this course, you will have the opportunity to demonstrate your understanding, and apply and critically evaluate the major concepts presented in this course by completing a Final Project. For the Final Project, you will write a paper that summarizes and concludes your research and includes a thorough criticism of the piece of art based on what you have learned throughout the course. Complete details on your Final Project are provided in the Course Title Here Final Project document located in each unit’s Resources area. Your Final Project is due by Day 14 of Unit 6. The Final Project will be graded according to the Discussion, Assignments, and Final Project Evaluation Criteria rubric located in the Course Information area. Grading Criteria and Total Components of a Grade (Sample) Unit 1 2 3 4 5 6 Total

Points % of Grade

Discussion

(50 points each)

D1, D2

D1, D2

D1, D2

D

D D

450 45%

Assignment

(80 points each)

A-‐1, A-‐2

A A A 400 40%

Final Project Milestone (10 points each)

FPM FPM FPM

FPM

FPM

50 5%

Final Project FP 100 10%

(100 points)

Total 1,000 100%

Grading Scale for Final Grade (Sample)

Grade Percent Points

A 90–100 900–1,000

B 80–89 800–899

C 70–79 700–799

D 60–69 600–699

F Below 60 0–599

Grading Policy

Additional information on grading policies can be located in the Guidelines and Policies area. Note: Grades will be posted online in My Grades and will be updated frequently throughout the term. Specific evaluation criteria (rubrics) for each type of assignment are located in the Course Information area.

Feedback Schedule The Instructor will log on to the course Discussion areas 6–10 days a unit to evaluate and respond to class Discussions. Unless there is a specific question, your Instructor will not respond to every posting from each student. However, the expectation is that the Instructor will respond individually to at least two-‐thirds of the students each unit. The Instructor will read every posting and expects all students to read every posting, including the Instructor’s postings and classmates’ postings. Frequently, the Instructor will choose to respond to a particular posting because that posting covers important issues.

The Instructor will respond to any specific course-‐related questions or concerns within 48 hours of receiving them in an e-‐mail or in a course posting.

Assignments will be returned by Day 5 of the following unit, allowing you to incorporate feedback into the assignments for subsequent units.

If needed, you may e-‐mail the Instructor to set up a time for a telephone conference at any time during the course. You are responsible for routinely checking the Announcements for any changes to the aforementioned feedback schedule.

Course Procedures You are expected to read the Syllabus and all Resources, Discussions, and Assignments for each unit. Complete all assignments by the specified due date. It is in your best interest to complete work for the current unit and not jump ahead to future units.

Preferred Methods for Delivering Assignments Submitting Course Postings to the Discussion Areas Be sure that you post to the correct Discussion area each unit. Do not e-‐mail postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads Main Question Post. For your responses to other postings, make sure that the first sentence of your response reads Response. These actions will ensure easily identifiable subject lines for your postings and responses.

Submitting Assignments and Projects Assignments and projects are submitted to an assignment link and named according to the unit for which they are submitted. Directions for naming each assignment or project are included within the applicable area in the classroom. Please be sure that all written assignments and projects are saved and submitted as a “.doc” or “.rtf” file unless otherwise indicated.

E-‐mailing Your Instructor All e-‐mail correspondence must be sent from an XYZ e-‐mail and contain in the subject line your course number, section number, and your name followed by a brief description of the subject. For example, ABCD 1234E-‐XX-‐Your Name (XX is the section number). This subject line convention ensures that your e-‐mail will be easily identified and responded to in a timely manner.

Policy on Late Assignments Timeliness and good time management are critical skills for success both in school and in life. Should you encounter an unanticipated and uncontrollable life event that may prevent you from meeting an assignment deadline, contact the Instructor immediately to request an extension. Any request for extensions will be granted at the Instructor's discretion. Chronic late submission of work will adversely affect your grade.

Examples of unanticipated and uncontrollable life events include a health crisis for you or an immediate family member for whom you are a caregiver; extended and extraordinarily severe weather events that disrupt communications; or being called to military duty. Poor time management, other work

commitments, vacations, not reading or following the Course Syllabus, or failure to obtain the appropriate books or computer equipment are not events that warrant special consideration.

Along with the above policy, these guidelines are in effect:

Late Discussion postings may be considered for partial credit if they are posted to the Discussion area up until Day 2 of the following unit in which they were assigned. After Day 2 of the following unit, zero points will be awarded.

Late Assignments may be considered for partial credit if they are completed up until Day 2 of the following unit in which they were assigned. After Day 2 of the following unit, zero points will be awarded.

Student Resources XYZ University wants you to succeed. See the Guidelines and Policies and XYZ Links areas for information about policies and resources XYZ has in place to help you achieve your personal, academic, and professional goals.

Grammar and Plagiarism Checking The Center for Student Success (CSS) at XYZ University has partnered with service providers to provide free, automated grammar instruction and plagiarism detection to all students. These services are available via links along the left column of the Writing Center home page (insert hyperlink here).

Tutoring Services XYZ University offers a variety of online tutoring services for undergraduate students. Visit the Writing Center's Tutoring page (insert hyperlink here) to access online tutoring services in writing, mathematics, statistics, and additional subjects.

Classroom Participation In accordance with U.S. Department of Education guidance regarding class participation, XYZ University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with 2-‐week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your myXYZ academic page. Assignments submitted prior to the official start date will not count toward your participation. Financial Aid cannot be released without class participation as defined above.

Students who are taking their first class with XYZ and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university.

Students who have already taken and successfully completed at least one or more class(es) with XYZ, and who do not participate within the first 7 days, will be dropped from that class. If you have any questions about your assignments, or you are unable to complete your assignments, please contact your Faculty Member.

Bibliography To access the Bibliography, please click on the following link: (Insert hyperlink here)

XYZ University Mission and Vision Mission and Vision Statements, Disability Statements, and Disclaimers are generally placed at the end of the Syllabus

Disability Statement: It is XYZ University policy that no otherwise qualified disabled person be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the university. Students should inform the Instructor of existing disabilities at the first class meeting. (Documentation of disability may be required.)

PLEASE NOTE: There may be times when reading assignments and due dates for assignments change depending on the progress of the class and the needs of the students. Often it takes additional class time to clarify some of the more abstract or complex rhetorical concepts of argumentation and persuasion. If we have to recapitulate, this may affect due dates and reading assignments. Of course, any annotation or alteration in the Syllabus will be announced to the class, changes will be made as a group, and changes will be posted on Black Board.

If an Assessment Map is required by your college or department, it is generally attached as part of the syllabus or given as a separate document. (See below Sample below.)

ABCD 1234E: Course Title Here Assessment Mapping (Sample)

XYZ University Outcomes

XYZ University strives to produce graduates with the knowledge, skills, and abilities to:

I

II

III

IV

V

VI

VII

VIII

IX

Program Outcomes List Program Outcomes here

ABCD 1234E Course Outcomes List Course Outcomes here

Alignment Chart

Unit 1: Met In (D#/A# /Other)

Course Outcome(s) Program Outcome(s)

University Outcome(s)




Legend: D = Discussion A = Assignment FPM = Final Project Milestone FP = Final Project



Quality Indicator 1.3

The course includes instructions on how to get started and where to find various course components. Definition/Explanation

Course components – Course components are those items that the student needs to successfully fulfill the requirements of the course; course components also comprise grading policies, grading rubrics, reading lists, and other ancillary documents that may be necessary to complete assignments and projects. Wwhere to find various course components – Explicit instructions must be provided. If these instructions include hyperlinks, they must be present, labeled correctly, contain no errors, and they must be up-‐to-‐date.

Good Example Bad Example

1) Course Schedule For full assignment details and directions, refer to the area in each unit. All assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time. Click the following link to access the Course Schedule: HMNT 1050E Course Schedule (PDF)

2) Outcomes and Alignment Chart

Click the following links to access the Outcomes and Alignment Chart for your respective program: Masters of Public Health (MPH) Alignment Chart Masters of Health Education and Promotion (MSHEP)

3) 3) Course Readings List The Course Readings List contains all the required Library resources for this course. Please click on the following link to access the list: SOCI 4080 Course Readings List.

4) SPSS (Statistical Package for the Social

Sciences) If you do not already have the SPSS, information on obtaining a copy can be found in the Research Resources area of the Center for Research Quality. (http://academicguides.waldenu.edu/researchcenter/resources/SPSS). There are also guides and books that support the use of SPSS, including:

Field, A. (2013). Discovering statistics using IBM SPSS Statistics (4th ed.). London, England: Sage.

Green, S. B., & Salkind, N. J. (2010). Using SPSS for Windows and Macintosh: Analyzing and understanding data (6th ed.). Upper Saddle River, NJ: Prentice Hall.

George, D., & Mallery, P. (2010). SPSS for windows step by step: A simple guide and reference (11th ed., 18.0 update) [Computer software]. Boston, MA: Allyn & Bacon.

1) Media Assigned course media elements are available via a streaming media player and through the provided hyperlink to the individual item.

(In this example, there is no hyperlink available for the student.)

2) Information on Writing Assistance and APA Formatting

Tutorial assistance on writing and information on APA formatting may be found at the Wrting Center or at (http://writingcenter.wyznu.edu/). (In this example, ‘Writing” is misspelled and the full, correct name of the XYZ Writing Center is not provided; additionally, the URL is not a live link, so the student will not be able to access the XYZ Writing Center website.

Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator) Instructions for how students can access course components must be clear and explicit. If the instructions contain hyperlinks, the links must be present, correct, free from spelling errors (as should all the course content!), should be checked for stability, should be live links, and should be up-‐to-‐date.



Quality Indicator 1.4 The course introduction is clear, logical, attention-‐grabbing, and motivating. Definition/Explanation Course introduction – The course introduction is the overview of the course content. It welcomes students to the course and provides them with a general overview of what to expect from the course. The course introduction also serves as a motivational tool to get students excited about taking the course and engaging with the Instructor, the other students, and the content. Good Example Bad Example

Example 1

At the beginning of a research project, a researcher has a question or an idea related to some behavior or phenomenon. This could be based on informal observations of a phenomenon or even on reviews of another’s research findings. The research question can then be developed into a hypothesis. Then what happens? The researcher collects data in response to the hypothesis. Once data are collected, statistics allows a researcher to analyze those data, make inferences, and even prove something.

You may already be quite familiar with statistics related to sports. If you follow baseball, you may pay attention to batting averages. In basketball, you may look at the percentage of successful foul shots over the whole season or for an individual game. Whether those data explain how well a player plays in comparison to others or how well an entire team performs, statistics makes that analysis possible.

Even if you are not a sports fan, statistics are everywhere. If you are trying to choose a car to purchase, you may wish to know whether your future

Example 1 This module focuses on the consumer, who is the most important stakeholder, and aims at analysing the strategic implications of psychological and social influences that he/she experiences. It will help managers to understand consumer decision making and design effective marketing strategies. Moreover, the module aims at analysing the ongoing trends of consumer behaviour (e.g. the influence of social media, ethical consumption, etc.). ************************* Example 2 Welcome to Leadership and Leadership Development. Leadership and leader development are overarching concepts that may be interpreted in various ways. This course provides you with foundational information of leadership concepts and perspectives frequently used in the field of organizational psychology. For this course, leadership concepts and perspectives include leadership theories, models, practices, approaches, etc.

Comment [1]: This introduction is engaging and motivating. It draws the reader in and intimates a personal connection that generates interest and engagement. It makes connections with other courses and background knowledge. It also articulates the topics students can expect to study in this course.

Comment [2]: This introduction is not especially clear and does not give students a good idea of what to expect from the course.

Comment [3]: Keep in mind that this course and program is preparing students to go out into the field and be an I/O Psychologist. Balance personal (self-improvement) with being able to APPLY leadership in context.

car is safe. The sales representative can tell you about accidents and safety statistics for the model you are considering. You may want to know whether the car is safer for women or men to drive, or if it is safer if you are tall or short. Guess what tool can help you? You guessed it: statistics!

Consider some of the concepts you have been studying in previous courses in your psychology program, and think about how statistics can help answer some of the more difficult questions about characteristics and behaviors of people. What if you were able to conduct an analysis to understand the healing preferences of patients after major trauma? Or imagine being able to estimate the likelihood a criminal will get out of jail and not commit any more crimes. Statistics will play a significant role in these studies.

Statistics may be the backbone in many of the research studies that make up the field of psychology. Without statistics, you would not be able to draw conclusions about human characteristics and behavior. Think of statistics as a tool to help you study and understand the areas of psychology that really interest you.

This course will give you the basic understanding of statistics and its application in data analysis and interpretation of results. This course will help you ask the right data questions in psychology and in life and help you read and better understand journal articles about topics that interest you the most in your field. You will see applications to the real world and to your studies.

Welcome to the course! ********************************* Example 2 Welcome to Global Perspectives on Development and Learning! As you proceed through your EdD/EdS in Early Childhood program, you will continue to develop a treasure trove of knowledge and skills to draw from as a prominent early childhood professional—a professional who understands the core foundations of the field and contributes to social change that promotes positive outcomes for young children and families. The field of early childhood is rife with change. Young children live in evolving contexts, which may include movement from one community to another, the use of

new technologies, changing family dynamics, and much more. New knowledge of how young children develop and learn within these contexts helps to broaden and deepen thinking in the field. To fully grasp the complexity of development and learning in early childhood, it is imperative that you examine the research and theories that have laid the foundation for the field through a critical lens. You will view many of the concepts and issues introduced in this course through multiple perspectives. This may entail inquiring how relationships, for instance, could be viewed differently by scholars and practitioners in various disciplines, such as psychology, public health, anthropology, sociology, and education, to name a few; how views and practices related to relationships differ from earliest development in the womb through early elementary school; how people in two or more families and/or communities foster relationships; and the ways in which relationships are perceived and cultivated around the world. Your ongoing investigation of development and learning in the early years is fundamental to your own growth as a practitioner-scholar. In this course, Global Perspectives on Development and Learning, you will engage in significant reflection about your own beliefs and understanding of how young children develop and learn from their time in the womb through 8 years of age. Your colleagues in this course will serve as a source of support and constructive challenge as you engage in this inquiry. Early childhood professionals are called upon to stretch beyond the comfortable and familiar as they encounter new ideas and consider the myriad needs of young children and families. As you proceed through this course, think about how you will contribute to advancing the field, equipped with this increasing awareness and understanding of how child development, learning, and culture affect the lives of young children. Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator) A good course introduction does the following: Grabs readers’ attention and interest; functions like the hook in journalism Motivates and entices students, using one or more of the following approaches:

poses questions to elicit prior knowledge and connect what is known to what is coming uses a quote makes a bold statement presents a scenario uses a metaphor

Sets the context for the upcoming learning or presents an overview the topics Makes connections where necessary or useful

Provides a rationale for learning the content or makes a connection to the profession or real-‐world application

When writing the course introduction, it is usually best to write all of the course content first. Then write the introduction when the course documents are complete.



Quality Indicator 1.5 The course meets regulatory and accreditation requirements. Definition/Explanation The requirements are imposed on a course or program to maintain accreditation from an organization or standing from a governing body. Accreditation – A voluntary certification verifying that institutions, programs, or facilities have adhered to a set of standards for the protection of human research participants as determined by a nongovernmental organization. Good Example Bad Example Students With Disabilities Students in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the Academic Success Center [via email at XYZUNIv.edu or by phone (866) 123-‐] as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements. This university follows the guidelines of the Americans With Disabilities Act and provides reasonable accommodations to individuals who provide appropriate documentation of disabilities. (To be in compliance with federal ADA regulations, it is now required to have a posted Disability Statement on education institution documents. This example contains a statement from a university syllabus document.) *********** Class Participation In accordance with U.S. Department of Education guidance regarding class participation, this university

Comment [4]: These are examples of following regulatory requirements.

requires that all students submit at least one of their required assignments from Week 1 of the course (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with 2-‐week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your academic page. (In this example, the regulatory body is named and provides validation for the requirement to submit an assignment within the first week of class.)

Privacy Statement Personal information you provide us on our Request Information, Contact Us, New Student Orientation, On-‐Line Registration, and Permit to Register System web pages will not be shared with anyone outside the university, including any third parties. This university does not sell your address, phone numbers, or any other type of data we collect on you. All information provided by a user to this university’s data servers and web pages will be used only for the purpose for which the supplier intended it. This university does not sell or give personal information to any party outside the university except as follows.

1. This university will release information pertaining to current students only in accordance with FERPA guidelines (Family Education Rights and Privacy Act).

2. The university may be required to provide some reports to official data collection centers, government agencies, financial institutions, and other similar agencies. Only the information required is provided in these reports, and those agencies are responsible for the continued privacy of that information.

3. Employers who pay for a given student’s tuition may require reports on that student. This information may be released to an employer or other third party with student permission.

4. While cookies are occasionally used in some web pages owned by the university, the information collected through these cookies is covered by the provisions of this privacy statement. This university will never use cookies or any computer code to continuously collect information, track browsing habits, monitor one’s use of the computer, or any such purpose. The university respects your privacy and will do nothing to violate it by embedding code on your computer.

Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator)

Failure to adhere to regulatory and accreditation requirements is more than just a bad example, it is a legal infraction and can result in the college or university being fined and or penalized in other ways.



Quality Indicator 1.6 The course integrates the mission of the institution. Definition/Explanation Mission statement – A mission statement is a statement of the purpose of an institution; it is a reason for existing, a written declaration of an institution's core purpose and focus that normally remains unchanged over time. Mission statements describe the core functions of the institution, while vision statements describe the ideal outcome of that work. Good Example Bad Example Example 1 Discussion 1: Questions and Controversies for Social Change

Professionals often find it hard to think beyond the daily challenges of any field. Immediate demands prevent opportunities to reflect on ideas for change that might benefit people and communities. However, the need for social change permeates the work that mental health professionals do on a daily basis. How important is it for mental health professionals to find the time to advocate for social change? How can mental health professionals make a difference in the lives of people beyond their own clients?

For this Discussion, reflect on the question or controversy you selected for your final paper. Consider how this may present an opportunity for social change. By Day 3, post an explanation of how the question or controversy intersects clinical psychopharmacology and the mental health profession. Explain how addressing the question or controversy might be an area for social change. If possible, integrate lessons learned from the “Scholars of Change” videos into your reflection. To complete your Discussion, click on Discussions on the course navigation menu, and select "Week 11 Forum" to begin.

“To provide a learning environment where students can come to find and discover anything they might want to learn.”

Comment [5]: The mission of the institution is “social change.” This example asks students to discuss how the learning in this course will impact their efforts at social change.

Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator) A mission statement should: Focus on cognitive/academic development Express the college/universities goals, both institution and student-‐centered goals Communicate what is valued and sought after in the educational experience Contain the foundations for the development of student learning outcomes Contain a social change element

Integrating the mission of the institution may include a thread woven throughout the course or individual assignments that require students to address the ideas outlined in the mission.

Standard 2: Outcomes/Objectives The degree to which outcomes/objectives demonstrate effective principles of curriculum and instructional design

Quality Indicator 2.1 The course outcomes and objectives are clearly and concisely written. Definition/Explanation Course outcomes – The expected learning as a result of students completing a course. Objective(s) – The expected learning as a result of students completing an assignment. Course outcomes and objectives should be crafted in such a way that they capture the desired learning outcomes as accurately yet succinctly as possible. Good Example Bad Example Assess Information Technology background and skills

Evaluate personal background and skills with respect to Information Technology


Standard 2: Outcomes/Objectives

The degree to which outcomes/objectives demonstrate effective principles of curriculum and instructional design

Quality Indicator 2.2 The course outcomes and objectives are measurable and reflect the expected learning from completing an activity/assignment, not a description of the activity itself. Definition/Explanation Measurable– The verbs used for course outcomes and objectives should be measurable so that the expected learning outcomes promote critical thinking and produce tangible, concrete evidence of achievement (or lack thereof). ‘Measurable’ is especially important with online learning as certain verbs that may be considered measurable in a face-‐to-‐face classroom (e.g., ‘Observe’) will not be measurable online. It is recommended that course outcomes and objectives begin with appropriate verbs from the cognitive learning domain (Bloom’s Taxonomy) that elicit critical thinking (e.g. apply, analyze, evaluate, etc.). Expected learning – The course outcomes and objectives should reflect the desired learning output and not the actual task students will be performing in order to achieve the outcome(s). For example, a course outcome or objective that begins ‘Explain ...’ is an indication that the course outcome or objective is task-‐based. A question to ask is, ‘What is the desired learning as a result of students ‘explaining’?’ The answer will generally be the course outcome or objective. Exceptions to this are course outcomes and objectives where the task is the actual desired learning (e.g. calculate). Good Example Bad Example Example of Measurable Outcome: Analyze the role of conflict resolution in school settings Example of Expected Learning: Apply strategies for mitigating conflicts between special and general educators

Example of Not Measurable Outcome: Investigate how conflict resolution works in situations in schools Example of Task-‐Based Objective: Explain how you would resolve a conflict between a special and general educator

Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator) Consider the following examples: ‘Explain the impact of pizza on Italian culture’ ‘Calculate return on investment’ For the first objective, the desired learning is most likely not students learning how to ‘explain’; however, in the second objective, the desired learning is most likely students learning how to perform a financial calculation. An appropriate verb for the first objective might be ‘Analyze’ or ‘Evaluate’ – depending on the desired learning.



Quality Indicator 2.3 The course outcomes align with program outcomes and, if applicable, institutional outcomes. Definition/Explanation Program outcomes The knowledge and skills students are expected to acquire and demonstrate upon completion of a program. Institutional outcomes – The overarching learning expected of graduates. Good Example Bad Example Institutional Outcome: Facilitate positive social change in schools, in communities, and in society Program outcome: Use evidence-‐based research to inform the development of prevention and intervention strategies in schools Course outcome: Analyze strategies for building therapeutic alliances with students

Institutional Outcome: Facilitate positive social change in schools, in communities, and in society Program outcome: Devise community-‐based disease prevention programs Course outcome: Analyze data related to disease prevention practices




Quality Indicator 2.4 The weekly objectives align with course outcomes. Definition/Explanation Course outcomes are broad, overarching outcomes that reflect overall learning. Weekly objectives are specific and related to a particular activity or assignment. It is important to ensure the course outcomes are written at the same or higher cognitive level than the weekly objective(s). Weekly learning objectives should articulate the learning students are expected to achieve from engaging in the activity or assignment. Good Example Bad Example Course outcome: Course outcome:

Evaluate crime control policies Weekly objective: Evaluate the effectiveness of public registries

Analyze crime control policies Weekly objective: Evaluate* the effectiveness of public registries *The weekly level objective is at a higher cognitive level than the course goal.




Quality Indicator 2.5 The weekly activities and assignments align with weekly objectives. Definition/Explanation If the weekly activities and assignments do not align to the weekly objective(s), students will be unable to achieve the desired learning. Good Example Bad Example Objective: Evaluate the influence of research findings on policy change Activity: Post by Day 3 an example of a public policy that changed as a result of new findings in criminal justice research. Then, based on the research findings, explain what you consider to be the most compelling evidence that influenced the change in policy. Justify your response.

Objective: Evaluate the effect of technological change on leadership Activity: In addition, take a position on which leadership approach* (servant, democratic, authoritarian, laissez-‐faire, or transformational) you believe to be most effective in influencing technological change. *This is the opposite of the objective; students will not know which part is the expected learning (the effect of technological change on leadership OR the leadership approach that is effective in influencing technological change).


Standard 3: Assessment and Measurement The degree to which effective assessment strategies are incorporated to measure learning and evaluate proficiency

Quality Indicator 3.1 The course assessments are clear, accurate, and consistent within the course and across other courses in the same program. Definition/Explanation Course assessment – Course assessment is the assessment of student learning within a particular course. A course should be assessed for whether students are achieving the learning outcomes as stated in the master syllabus for that course. Good Example Bad Example Quiz 3 To assess your knowledge and understanding of the concepts and topics presented in the week’s Learning Materials, you will complete a quiz by Wednesday of this week. The quiz lists a series of terms along with a selection of possible definitions. Your task is to match each term with its correct definition.

This is a closed-‐book quiz. You have 10 minutes to complete the quiz. There are no quiz retakes. The quiz is worth 20 points.

Complete your quiz by Wednesday, 11:59 p.m. ET. Should you have questions regarding the online classroom or experience technical issues at any point during the course, our Student Support Team is available and happy to assist you. To reach them, please call 1–800–411–2290, e-‐mail [email protected], or go to https://www.emailmeform.com/builder/form/e49f5b7O61BcWq50Hfb and complete the online help request form.

Final Project There is no formal Final Exam or Midterm Exam for this course. Instead, you will submit a Final Project in Week/Unit 6 that encapsulates what you have learned throughout the course. The Final Project involves the following steps: Identifying a local exhibition or presentation of this art form that you can attend by the end of Week/Unit 4 of this course. Examples include (but are not limited to) an art exhibition, concert, dance recital, or film.

Selecting an art form you find particularly engaging, and identifying why this is the case.

Researching the work of art you have selected to gain understanding about the context in which it was created.

Viewing the specific artwork you have chosen (this may occur prior to, during, or after the research, based on the availability of the presentation).

Writing a 4-‐ to 6-‐page paper that summarizes and concludes your research and includes a thorough criticism of the piece based on what you have learned throughout the course.

(This Final Project, as an assessment, lacks sufficient direction and instruction for the student to adequately

accomplish this assessment.) Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator)

Select appropriate assessment tools based on their applicability to the learning outcomes being assessed.

Explore potential assessment methods that might be used in assessing student academic achievement in courses and/or programs.

Provide adequate instruction and, when necessary, directions to guide the student in completing the assessment successfully.

Rubrics should be clear, concise, and consistent. There should be a rubric for each assignment/application/quiz/exam/project or any other

assessed item in the course. Clearly communicate expectations and criteria for successful completion of activities and

assignments. Define and clearly distinguish levels of performance. Provide transparent and objective grading policy.

Standard 3: Assessment and Measurement

The degree to which effective assessment strategies are incorporated to measure learning and evaluate proficiency

Quality Indicator 3.2 The course assessment and measurement strategies are designed to allow for substantive feedback to students. Definition/Explanation Substantive feedback – Feedback that is comprehensive, frequent, and student-‐‑focused. Feedback that allows students to reflect on and adjust their learning as necessary. Computer-‐‑graded quizzes or exams that do not allow for Instructor feedback do not provide an opportunity for substantive feedback on learning. Good Example Bad Example Instructor Feedback Comment on Syllabus: “I the Instructor] will provide feedback throughout the course. If you believe you are not getting enough feedback, you are strongly encouraged to contact me and ask for more. My contact information is in the Faculty area of the course site.

Discussions In each week, you may be presented with suggested Discussion topics to which you may respond. Depending on the requirements of your specific course, these Discussions may be graded for participation, or they may be optional.

Assignments

I will log on to the course discussion areas daily to evaluate and respond to discussions. Writing assignments will be returned no later than 1 week after the assignment due date. You can access your graded paper via the My Grades tool in the Tools area of your course; should you have difficulty doing so, do not hesitate to reach out to me for assistance. ***********

Detailed Feedback Explanation for Presentation Assignment:

Each student will make a very brief presentation (15 minutes, including discussion) on their work in progress for their 20% essay. The presentation is itself worth 10% of the final mark. The presentation is made well in advance of the due date, and criteria for quality of presentation are separately specified. Students are given up to about one page of formative comments on their presentation, on issues of structure, content, references they might look up, and so forth as they continue to work on the essay. In addition, every student in the class comments in a similar constructive vein on their peers' presentations. For each comment, they receive about 1% on an all-‐or-‐nothing basis (the actual amount is calculated according to the number of students in the class) up to a total of 10% of their mark for the whole course.

Assignment types will vary depending on the nature of your specific course content. Assignments could be group projects, short papers, papers that are to be developed over multiple weeks, presentations, or assignments designed to check your knowledge of course concepts.

Quizzes and Exams

You may also be required to take quizzes or exams covering the course content. These may be multiple choice, true/false, short answer, essay, or problem sets. They may also be timed. Depending on the requirements of your course, they may be weekly quizzes or midterm/final exams.

(In the above example, there was no indication of a feedback schedule or strategy, or what the student might expect from the Instructor in the way of feedback. While this is not necessarily a bad example, it does not have the requisite information necessary to provide the student with some idea of how discussions, assignments, quizzes, and exams will be assessed and when to expect results and feedback on the results. Notice that the rhetoric is speculative probability: “You may be presented with; You may be required; Assignments could be…”)

Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator) Substantive feedback should also provide the student with the following:

Positive, encouraging comments and constructive criticism How an assessment will be scored The standard of success to be used for an assessment Meaningful comments that not only relate to that particular submission but also to the

overall topic or a combination of topics in a course Feedback that points out the knowledge or skills a student has, or should have, acquired

previously and how he/she should utilize these skills to gain further knowledge of the topic being assessed/discussed

Clearly communicated expectations and criteria for successful completion of activities and assignments

Defined and clearly distinguished levels of performance Transparent and objective grading policy



Quality Indicator 3.3 The type of assessments and submission methods are conducive to the delivery format of the course. Definition/Explanation Submission methods – The date/time/location and way in which a student will submit an assessment item to his or her Instructor for evaluation—graded or non-‐‑graded. Delivery format of the course –The platform or format in which an online course is presented (or delivered) to the student. Submission methods must be compatible with the delivery format of the course. You will want to make sure that students are able to complete the assessment in whatever delivery format you are using. For example, in an online environment, students do not have a multiple choice quiz paper on which to circle answers, nor can they fill in the bubbles on a Scantron form. Good Example Bad Example Using the Discussion forum, introduce yourself to your faculty by creating a video posting. For instructions on using video, refer to the Kaltura Media Uploader link and supporting documents in the Learning Materials.

Learning Materials:

Reducing the Size of a Video File This document includes helpful tips on reducing the size of video files on both a Mac and a PC for greater success in uploading videos.

Student Guide for Integrating Media Into the Classroom This document provides a step-‐by-‐step guide to uploading videos into your Discussions and other

Using the Discussion forum, introduce yourself to your faculty by creating a video posting using Kaltura.

(The good example would quickly become a bad example if there were no explanation and description of what Kaltura is, no instructions for using Kaltura, and no supporting material for how to create a video.) Posting Discussions Discussion topics/questions are found by accessing the unit’s Discussion thread. All Discussions need to be made in each unit’s Discussion Forum. Please do not e-‐mail postings to the Instructor or other students.

assignments.

Tips to Consider When Recording With a Webcam This document provides a step-‐by-‐step guide to uploading videos into your Discussions and other assignments.

Kaltura Media Uploader

Assignment Turnitin – Week 2 Please save your Assignment using the following naming convention: WK2Assgn+last name+first initial. Example: WK2AssgnDoeJ. In addition, use this naming convention for the title of your submission. To submit your Assignment, click the View/Complete link and follow the on-‐screen instructions to submit your file(s). After you have completed all necessary steps, you will receive a digital receipt indicating your file was submitted successfully. >> View/Complete

(Where is the Discussion thread? How can it be found? Where is the Discussion Forum? “Please do not…” tells the student what NOT to do, but there are no instructions for how the student can accomplish what he/she should do. When giving submission instructions, remember to include pertinent links and/or explicit directions for navigating the platform on which the course has been built.)




Quality Indicator 3.4 The course grading policy is transparent, objective, and easy for both students and faculty to understand. Definition/Explanation Grading policy – Guidelines concerning evaluation of student work Good Example Bad Example

Comment [6]: Move these to instructions for using technology…

University Grading Policy

Course grades will be based on participation and completion of assignments listed below. For a passing grade, students must obtain 60% or higher. (Note: Although a grade of "D” is a passing grade for this course, students receiving financial aid need to maintain a cumulative GPA of 2.0 to remain in good standing.) Additional information on the university’s grading policies can be located in the Guidelines and Policies area. Note: Grades will be posted online in My Grades and will be updated frequently throughout the term. Specific evaluation criteria (rubrics) for each type of assignment are located in the Course Information area. A Grading Grid in table format would appear here. It would contain point values and percentages applied to assignments and other assessed items in the course. Total points and percentages indicate letter-‐grade values in tandem with the appropriate rubric.

**************

Basic Definitions for Letter Grade Value

The following symbols shall be used in evaluating student

performance. Performance will be interpreted to reflect the

quality of the student's accomplishment relative to the

standards set for each course.

A: Performance of the student has been of the highest level,

showing sustained excellence in meeting course

responsibilities.

B: Performance of the student has been good, though not of

the highest level.

C: Performance of the student has been adequate,

satisfactorily meeting the course requirements.

D: Performance of the student has been less than adequate.

F: Performance of the student has been such that course

requirements have not been met.

CR: (Credit) Performance of the student in undergraduate-‐

Because Grading Policies are determined by College and University regulations and requirements that impact accreditation, it is difficult to find a “bad example” of a Grading Policy. Grading Policies are determined by strict guidelines as a matter of record in College and University Student Handbooks, which are reviewed and approved by the academic institution’s Legal department.

However, a “bad example” of a Grading Policy would be a Grading Grid that contained incorrect points/percentages or did not align with the assessments in the course itself. This is a careless oversight, and care should be taken to make certain all Grading Grids are correct and reflect accurate values.

Assignment Type Percentage of Total Grade

Blog Posts/Journal Entries

20%

Applications 45%

Major Assessment 35%

Course Reflective Essay

10%

Total 110%

level course has been equivalent to grades A through C-‐;

performance of the student in graduate-‐level course has been

equivalent to grades A through B-‐.

NC: (No Credit) Performance of the student has been less

than that of CR level.

I: (Incomplete Authorized) Indicates that a portion of

required coursework has not been completed and evaluated

in the prescribed time period due to unforeseen, but fully

justified, reasons and that there is still a possibility of earning

credit.

Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator) Clearly communicate expectations and criteria for successful completion of activities and assignments Define and clearly distinguish levels of performance Provide transparent and objective grading policy



Quality Indicator 3.5 The course assessments are relevant to the degree offering and the profession. Definition/Explanation Relevant to the degree offering and the profession – The assignments and other assessed items in the course are on a par with the academic experience level of the student. (e.g., bachelor’s, master’s, or PhD.) The assessments in a PhD-‐‑level course are appropriately rigorous for a doctoral candidate. The assessments in an undergraduate or certificate course are appropriate for an undergrad or a nondegree earning course. Good Example Bad Example Master’s Degree in Education, Specialization in Reading and Literacy, Grades 4–6

Create a multimedia presentation to persuade stakeholders (e.g., colleagues, administrators, parents, students) that

Master’s/PhD in Industrial Psychology

Group Discussion Read the following scenario: You are on a lifeboat with 10 people (including

Comment [7]: This example is appropriate for a master’s degree. It would be inappropriate for a certificate course because of the research component and the amount of preparation.

supporting comprehension in instruction is important by addressing the following points:

Explain at least two research-‐based comprehension strategies (used by the learner) and at least two instructional strategies (used by the teacher) that are effective for grade 4–6 literacy learners.

Explain why you think these comprehension strategies and instructional strategies are the most effective to support transitional, intermediate, and advanced literacy learners. Support your recommendations with the Learning Resources and your research.

Explain how cognitive and affective aspects inform comprehension. Support your position with the Learning Resources and your research.

Describe the lesson from this week’s Discussion and identify the comprehension strategy and instructional strategy of the lesson. Include specific considerations to address the needs of students in your classroom.

Differentiate between comprehension strategies students use and instructional strategies you use to teach comprehension.

By Day 7 of Week 3, upload your multimedia presentation via the Kaltura Mashup tool accessible through the submission link provided.

Estimated assignment length: 5-‐ to 8-‐minute presentation

Note: The estimated presentation length for this Application Assignment is a guideline only. If you meet the requirements specified in the Application Rubric, your assignment may be outside of the suggested range.

you) aboard. The water surrounding the lifeboat is freezing such that no one would survive in the water. There is no rescue ship in sight and worse yet, the lifeboat is sinking. You notice a sign posted on the lifeboat that reads, “Capacity 10 normal-‐sized persons.” Looking around, you notice 9 normal-‐sized people (including yourself) and one 400-‐pound man. No one wants to jump out of the boat, and if nothing is done, it will sink leaving all of you to die. Would you: Push the 400-‐pound man out of the boat to save everyone else? Or would you refuse to push the 400-‐pound man—or anyone else out— and pray for a miracle? Now that you have examined models of ethical decision making, how do you employ them? What is the process involved in your decision making? Are there expected outcomes? In the scenario above, what was the process your group used to come to a decision? ******* (This assessed Group Discussion among adult individuals is inappropriate and insensitive. While employing ethical models of decision making is certainly relevant to the profession, this particular scenario for a Group Discussion was crass and resulted in making students uncomfortable given the heightened awareness surrounding bullying and image-‐shaming.)

Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator) Clearly communicate expectations and criteria for successful completion of activities and assignments Define and clearly distinguish levels of performance Provide transparent and objective grading policy



Quality Indicator 3.6 The course includes formative and summative assessments. Definition/Explanation Formative assessment Formative assessment occurs before and/or during instruction. Its basic purpose is to guide instruction by letting the Instructor know what his/her students do and/or do not know. Typically, formative assessments are not graded. If they are, formative assessments are generally low stakes, which means that they have low or no point value. Following are examples of formative assessments:

Students draw a concept map in class to represent their understanding of a topic.

Students submit 1 or 2 sentences identifying the main point of a lecture, or a 1-‐paragraph argument based on a Discussion topic.

Students turn in a research proposal for early feedback.

Summative assessments: Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. Summative assessments are often high stakes, which means that they have a high point value. Summative assessments evaluate student learning at the end of an instructional unit (i.e., a pre-‐determined point in time such as a quiz, mid-‐term exam, final exam, or final project) by comparing it against some standard or benchmark. Examples of summative assessments include:

Midterm exam Final project Paper Senior recital

Good Example Bad Example Formative Assessment: Discussion

In the article you are reading this week (Wriston, 1980) the author writes that bureaucracy can be considered “society’s gluepot, the basically responsive fabric that holds us all together.”

Consider the following questions for discussion:

Do you think that the Brown quotation supports Wriston’s idea about bureaucracy being “society’s gluepot”? If so, how? If not, why not?

Do you agree with Wriston that, as rootlessness appears to increase in modern society, government bureaucracy plays a positive role in “holding [the people] all

Formative Assessment: Discussion

Generally, still life comprises inanimate subject matter of very familiar objects from the natural world, or every day, man-‐made objects. Still life creations can be composed with items from nature and may consist of plants, rocks, wood, food, flowers, or other items from the natural world. Vases, drinking vessels, jewels, coins, and any other items represent a human presence. Still life is the medium that builds a foundation for developing artistic skills. Still life items offer a great deal of choice in metaphorical representation and design elements within composition. Composition is the process and deliberate result of the artist selecting and arranging specific elements to make a statement about his or her creation. In this Discussion, you find an example of a still life

together”? Should government assume responsibility

for individuals if families, neighbors, churches, or other private institutions prove unwilling or unable to do so?

Explain your answers and arguments and incorporate references to the readings where appropriate. Each post should be no more than 125 words.

By Wednesday, 11:59 p.m. ET:

Post an initial response to at least two of the three questions listed above in separate threads.

By Friday, 11:59 p.m. ET:

Respond to at least two of your classmates with an analysis, assessment, or observation in regard to their initial post. Please be sure to make an attempt to respond to different classmates each week and to respond to each classmate at least once by the end of the class.

By Saturday, 11:59 p.m. ET:

Return to this Discussion to review the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your classmates made.

Summative Assessment: Quiz

To assess your knowledge and understanding of organizational goals, decision making, and the structure of nonprofit organizations presented in the week’s Learning Materials, you will complete a quiz by Wednesday of this week. The quiz lists a series of terms along with a selection of possible definitions. Your task is to match each term with its correct definition.

This is a closed-‐book quiz. You have 10 minutes to complete the quiz. There are no quiz retakes. The quiz is worth 40 points.

Complete your quiz by Wednesday, 11:59 p.m. ET.

composition and describe it, using the art terminology found in your classroom Glossary and Learning Resources for this week. You also address the materials used in the composition of the still life. Finally, drawing upon your own personal experience(s) with art, consider why the artist might have selected the specific elements of the still life. Post by Day 4, a description of your still life example, addressing the material composition of the still life. Explain why you believe the artist chose to use those specific materials, objects, and that particular organization in the work of art. Cite from the Learning Resources, your own investigation online, and the Walden Library.

Respond by Day 6 to one of your colleague’s description of his or her still life example. Using your personal experience(s) with art, provide an alternative perspective to the still life example. Return to this Discussion in a few days to read the responses to your initial post. Reflect on what you learned in this activity and any insights you gained this week.

Your participation in this Discussion is worth 50 pts. (This has the potential to be a “not-‐so-‐bad” formative assessment, since these students are at the bachelor’s level in their degree plan and this course is an introduction to art and the humanities. However, as a 2 Week Discussion, the point value is much too high.)

Summative Assessment: Final Project

There is no formal Final Exam or Midterm Exam for this course. Instead, you will submit a Final Project in Week/Unit 6 that encapsulates what you have learned throughout the course. The Final Project involves the following steps: Identifying a local exhibition or presentation of this art form that you can attend by the end of Week/Unit 4 of this course. Examples include (but are not limited to) an art exhibition, concert, dance recital, or film.

Selecting an art form you find particularly engaging, and identifying why this is the case.

Researching the work of art you have selected to gain understanding about the context in which it was created.

Viewing the specific artwork you have chosen (this may occur prior to, during, or after the research, based on the availability of the presentation).

Writing a 4-‐ to 6-‐page paper that summarizes and concludes your research and includes a thorough

criticism of the piece based on what you have learned throughout the course.

The grading scale for Final Project Milestones is as follows: 0-‐4 points: F (Fail) 5-‐9 points: D (Fail) 10-‐13 points: C (Pass) 14-‐17 points: B (Pass) 18-‐20 points A (Pass) (This is a bad example of a summative assessment because it is not a clearly defined Final Project. The students are not given enough information to understand the point distribution, which has no relevance to the grading rubric for the Final Project. Nor were the Project Milestones adequately explained in this Final Project.)

Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator) Formative and summative assessments have often been confused, conflated, and confounded. Here is a tip for distinguishing the two: Formative assessments are generally given during instruction and the student’s learning is still “form”ing. Summative assessment is given at the end of a unit of instruction that has occurred for a finite length of time. It results in a grade that is indicative of the “sum” of what the student has learned for that unit of time.

Clearly communicate expectations and criteria for successful completion of activities and assignments Define and clearly distinguish levels of performance Provide transparent and objective grading policy

Standard 4: Activities and Assignments

The degree to which activities and assignments are relevant to the student, engage students in reflection and critical thinking, and include instructional rigor

Quality Indicator 4.1 The instructions for activities and assignments are clearly written and scaffold learning. Definition/Explanation Activities, assignments – Any formal learning opportunities in the course that may or may not be graded or assessed. Scaffold learning – Instructional techniques that move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. It is important that the activities and assignments be clearly written and easily understood.

Online students do not have a face-‐to-‐face classroom in which they can raise their hands for clarification or further instruction. Good Example Bad Example Complete a Literature Review Protocol Summary Table using the template linked in the Week 6 Learning Resources. Write a 1-‐page literature review synthesis that synthesizes the findings in the literature related to the PICO question you developed in Week 4. Explain how the literature demonstrates the significance of your PICO question topic. Describe original conclusions that you derived from the evidence you gathered. Support your synthesis and conclusions using evidence from the literature.

Example 1 By Day 3 an explanation of why it is important for organizations to conduct marketing research. Then, explain strategies organizations are employing to connect with customers to collect data, and how this information is helping the impact of this data on making better business decisions.* Example 2 By Day 4 post your analysis of the resources. Example 3

During Week 2, you should:

Continue to research your subject.

Prepare an outline for the three parts of your paper:

1. An introduction

2. A detailed explanation of the subject with at least one example

3. A critique of the subject

You may do additional work on your project if you wish.




Quality Indicator 4.2 The activities and assignments foster collaboration, including Instructor-‐student, content-‐

Comment [8]: This example shows how students are guided through the learning using a step-by-step approach. They are adequately prepared to answer the questions.

Comment [9]: This example does not give the students any context for how to focus their thinking or formulate their responses. The Instructor would likely receive numerous questions from students about how to respond to this question.

Comment [10]: This example does not provide students with enough context to be able to meet expectations. While it gives steps to complete, students have no way of knowing the parameters surrounding the expectations for the paper.

student, and student-‐student interaction. Definition/Explanation Instructor-‐student – Activities and assignments provide ample opportunity for Instructor-‐student interaction. Content-‐student – Activities and assignments require students to use the learning resources to prepare and complete assignments. Student-‐student – Activities and assignments provide ample opportunity for students to interact. Research shows these three elements are essential for successful learning. It is not necessary for every assignment to incorporate all three elements, but it is recommended that the course strive to include numerous instances of each element where appropriate. Good Example Bad Example Example of Instructor-‐Student Interaction: Each week of the course, I will provide a weekly chat session with you and answer any questions you might have regarding this week’s Assignment. This chat session will be a real-‐time chat session. However, if you are unable to attend, this session will be recorded and archived for your use. This chat session will take place on Sunday of every week for the duration of the course. These sessions will be conducted using the online tool Adobe Connect. Look for future updates in the Announcements or Faculty Corner section of the course. Example of Content-‐Student Interaction: To prepare for this Shared Activity: • Review and reflect on the required articles and media for this unit. • Choose three of the articles/media resources that resonate with you as you seek to better understand the concept of “well-‐being.” • Identify and review at least one additional scholarly resource that helps to explain the complex concept of well-‐being by focusing on any of the following topics: social-‐emotional development, infant/toddler mental health,

fostering the development of the whole child—brain, body and spirt, or current brain research. Example of Student-‐Student Interaction: You will work with your team to complete the following assignments: • Week 2 Discussion: Strategic Plans • Week 4 Discussion: Recruitment and Retention Issues • Week 7 Assignment: Organizational Theory and Structure in Action • Week 10 Assignment: Team Building Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator)



Quality Indicator 4.3 The activities and assignments are varied, engaging, globally inclusive, and elicit critical thinking. Definition/Explanation Globally inclusive – Course content that is relevant to anyone, anywhere in the world. It is important to ensure activities and assignments are created so that they are relevant to the student regardless geographic location. Good Example Bad Example Post by Day 3 an explanation of which Millennium Development Goal (MDG) you believe is most relevant for addressing the global burden of disease and why. Then explain how achieving this MDG may impact global society. Be specific and provide examples.

Post by Day 3 an example of an AMBER Alert notification* that was broadcasted in your state. *An AMBER Alert is a child abduction notification system utilized in the United States.


Comment [11]: This is a poor example because an Amber Alert is not relevant to students outside of the United States. Rather than localizing it to the US, the question could be broadened to not reference a specific child-abduction notification system. For example, “Post by Day 3 an example of a child-abduction notification system in your country, region, or city. Provide an example of such a notification that appeared in the past year.”



Quality Indicator 4.4 The activities and assignments are relevant to the degree offering and, where applicable, the core competencies in the profession. Definition/Explanation The activities and assignments give students the opportunity to grow and expand their knowledge as well as promote increasingly self-‐directed learning. The activities and assignments are appropriate for the degree level—a PhD candidate is expected to conduct intense research while a vocational student is not. Good Example Bad Example Bachelor’s level: course requires students to demonstrate professional communication skills Master’s level: course requires students to work in collaborative groups to complete a final project Doctorate level: course requires students to complete a comprehensive literature review

Bachelor’s level: course requires students to complete a two-‐year internship Master’s level: 70% of the course grade is from multiple choice quizzes Doctorate level: course only requires students to complete one 3 to-‐5-‐page individual assignment




Quality Indicator 4.5 The coursework load and rigor are appropriate for the degree level and student population. Definition/Explanation Courses should adhere to institution-‐specific regulatory and accreditation credit hour

guidelines. Credit hours are typically based on the number and type of assignments that enable students to achieve the course learning objectives. The number and type of activities estimated to fulfill time requirements will vary by degree level and student learning style, as well as student familiarity with delivery method and course content. Good Example Bad Example n/a n/a Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator)

Standard 5: Resources The degree to which course resources are relevant, engaging, and demonstrate academic integrity

Quality Indicator 5.1 The course resources help promote achievement of stated goals and objectives. Definition/Explanation Resources: Anything that assist students in achieving the learning objectives. These include, but are not limited to textbooks, articles, websites, videos, and faculty-‐generated documents. The course should only include resources that the students need to achieve the learning. Resources that are interesting but not necessary for students to be able to meet expectations should be clearly labeled as optional resources. Activities and assignments should be constructed in a way that students should not be able to complete them without having read/viewed the resources. Furthermore, students should not have to read/view resources that are not relevant to the activities and assignments. Good Example Bad Example Example 1 Focus On As you explore this week’s Resources, focus on the importance of a systematic approach to designing instruction. Make note of the different contexts where instructional design can be applied. Consider the different career paths and options available to you in the field and how different industries perceive instructional design. Required Readings

Course Text: Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective instruction (7th ed.). Hoboken, NJ: Wiley.

o Chapter 1, "Introduction to the Instructional Design Process" o Book Excerpt: Cennamo, K., & Kalk, D. (2005). Real world instructional

design. Belmont, CA: Wadsworth.

Example 1

Readings

Jones, J. (2013, January 10). Photography is the art of our time. The Guardian. Retrieved fromhttp://www.theguardian.com/artanddesign/jonathanjonesblog/2013/jan/10/photography-art-of-our-time

Websites

Comment [12]: Example 1: This shows a robust week of resources that will promote achievement of the week’s Learning Outcomes. It uses several different platforms: course text, book excerpts, websites, and tutorials. There are also optional resources for students looking to advance their mastery of the concepts even more.

Comment [15]: Example 1a: This example is a little too light. If these resources are meant to capture the week’s Learning Outcomes, the outcomes probably need to be beefed up (and so do these resources).

o Chapter 12, "The Professional Designer" o

Media Instructional Design Interactive Media located at http://mym.cdn.laureate-media.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.html. *Please bookmark this link as you will revisit it on a weekly basis. This in an interactive media piece in which you will find links to all of the video programs for this course. This site is divided into three sections: Stories from the Field, the ADDIE Model, and Perspectives on Instructional Design. Each week, you will be directed to watch specific videos as part of your Required Resources. Take a few minutes to explore this site and familiarize yourself with its structure and navigation features. This week, watch the following media programs:

Perspectives on Instructional Design

o "Instructional Design: Historical and Contemporary Perspectives" o Click here for Transcripts

Stories from the Field

o All programs o Click here for Transcripts

Tutorials Lynda.com located at http://ezp.waldenulibrary.org/login?url=http://iplogin.lynda.com *Note: Please bookmark this link as you will use it for the remainder of the course to access your Lynda tutorial assignments.

Seeley, J. “GIMP Essential Training” (approximately 4 hours 44 minutes) Optional Resources

Book Excerpt: Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Wiley.

o Chapter 1, "Collaboration in the Online Environment: Collaboration Basics"

(pp. 6-18) Collaborating Online: Learning Together in Community by Palloff, R. M., & Pratt, K. Copyright 2005 by John Wiley & Sons, Inc. Reprinted by permission of John Wiley & Sons, Inc. via the Copyright Clearance Center Websites of Professional Organizations:

o American Society for Training and Development www.astd.org

o International Society for Performance Improvement www.ispi.org

o Association for Educational Communications and Technology http://www.aect.org/newsite/

International Society for Technology in Education http://www.iste.org/home

Website: Instructional Design http://www.instructionaldesign.org/ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐Example 2

Faded & Blurred. (2015). Retrieved from http://fadedandblurred.com

No caption needed: Iconic photographs, public culture, and liberal democracy [Blog]. (2015). Retrieved from http://www.nocaptionneeded.com/

Time. (2015). Lightbox. Retrieved from http://time.com/photography/lightbox/

Comment [13]: Example 2: This is another example of a robust week of learning resources, with a wide variety of learning materials and learning platforms. This example also does a nice job of explaining to the students exactly what they are expected to learn from these resources.

Course Text

Garrison, R. H., Noreen, E. W., & Brewer, P. C. (2010). Managerial accounting (Laureate Educational, Inc. custom ed.). New York, NY: McGraw-Hill.

o Chapter 1, “Managerial Accounting and the Business Environment” In this chapter, you will be introduced to the role of a management accountant within an organization as well as some of the tools they use (e.g., Lean Production, the Theory of Constraints, and Six Sigma).

o Chapter 2, “Managerial Accounting and Cost Concepts” In this chapter, you will compare managerial accounting with basic financial accounting. You will then be introduced to general cost classifications and the specific uses of each.

o Chapter 3, “Systems Design: Job-Order Costing” In this chapter, you will focus on job-order costing and the different steps involved in the process. You will also explore how to prepare cost of goods sold schedules and a flow of costs schedule in a job-order costing system.

Articles

Ferreira, J., & Prokopets, L. (2009, January 1). Does offshoring still make sense? Supply Chain Management Review. Retrieved from http://www.areadevelopment.com/article_pdf/id44472_does-offshoring-still-make-sense.pdf This article reexamines the factors that had once made offshore production a viable and competitive option for manufacturers. The authors point out that recent changes in the economic environment are causing many manufacturers to consider returning production to on-shore or even near-shore.

Porter, E. (2004, April 28). Send jobs to India? U.S. companies say it's not always best. New York Times. Retrieved from http://www.nytimes.com/2004/04/28/business/

s end-jobs-to-india-us-companies-say-it-s-not-always-best .html?pagewanted=1 This article highlights the increasingly frequent decision of U.S. entrepreneurs to utilize a workforce in the U.S. rather than overseas. Entrepreneurs admit that India's highly trained workers may come cheap;; however, they are not best suited to completing essential or creative tasks. Many entrepreneurs are finding that “the cost advantage does not always justify the effort.”

Media

Video: Module 1 Overview Note: The approximate length of this media piece is 15 minutes. Note: This media piece refers to Week 1 of this course;; however, the content pertains to Module 1.

Review: Laureate Education (Producer). (n.d.). Always accountable episode 1 [Video file]. Retrieved from https://class.waldenu.edu Note: This video is located within the Course Introduction. Review this video before you watch Episode 2.

Laureate Education (Producer). (n.d.). Always accountable episode 2 [Video file]. Retrieved from https://class.waldenu.edu Note: The approximate length of this media piece is 2 minutes.

Example 3

Optional Resources

Articles

Boyle, M. (2004, August 9). Can you really make fast food healthy? Two hormone-free, grass-fed beef patties. Special low-cal, nonfat sauce. Organic red-leaf lettuce. Reduced-fat cheese. Low-sodium pickles. Vidalia onions. On a low-carb, multigrain bun. Yeah, right. Fortune. Retrieved from http://money.cnn.com/magazines/fortune/fortu

Comment [14]: Example 3: This is an example of resources students will not need in order to complete the activities and assignments. A few optional resources are adequate if they are interesting and extend students’ thinking related to the content. This many optional resources will overwhelm and intimidate students.

ne_archive/2004/08/09/377886/index.htm This article reveals that two-thirds of American adults are officially overweight. As such, much blame has fallen upon the fast-food industry in the form of lawsuit after lawsuit. The fast-food industry has responded by devising healthier menu options;; however, this article discusses the practicality of this response. The author questions whether Americans will actually order healthier food items and whether the healthier food items can be prepared in a fast-food context.

Christensen, C. M., Hwang, J., & Grossman, J. H. (2009, March 31). Disrupting the hospital business model. Forbes.com. Retrieved from http://www.forbes.com/2009/03/30/hospitals-h ealthcare-disruption-leadership-clayton-christensen-str ategy-innovation.html This article addresses the need to disrupt the business model utilized by hospitals. The authors purport that hospitals are so costly because of their “we will do everything for everybody” mentality. The authors suggest dividing hospitals into solution shop hospitals and value-adding process hospitals so that each hospital can get its particular job done most effectively.

Loten, A. (2008, June 30). When politics and trade collide. Inc. Retrieved from http://www.inc.com/articles/2008/06/asbury.h tml This article features an interview with Small Business Exporter of the Year Neal Asbury. In the interview, Inc. asks Asbury about the North American Free Trade Agreement (NAFTA), which Barack Obama has pledged to renegotiate, and whether or not U.S. small businesses have anything to fear in the global market.

Murphy, V. (2004, November 29). Romance killer. Forbes.com. Retrieved rom http://www.forbes.com/global/2004/1129/016_p rint.html This article describes the efforts of Mark Vadon, owner of Blue Nile, to make diamonds quantifiable and comparable. The online diamond merchant lets you compare stones based on certified ratings, thus eliminating the secrecy and mystique so prominent in the diamond industry. The author reports that Blue Nile has grown to $154 million in sales and that the company sells as many engagement rings

as Tiffany & Co.

Patsuris, P. (2002, August 26). The corporate scandal sheet. Forbes.com. Retrieved from http://www.forbes.com/2002/07/25/accountingt racker_print.html This sheet attempts to keep track of corporate accounting scandals by detailing the company name, the date the scandal went public, the allegations, the investigating agencies, the latest developments, and the company's comments. Companies on the list include AOL-Time Warner, Enron, Kmart, and Xerox.

Silverman, R. E., & Beatty, S. (2006, December 26). Save the children (but pay the bills, too). The Wall Street Journal. Retrieved from http://www.wsj.com/articles/SB116709672704759326 This article highlights the increase in donor criticism of charities that spend money on themselves. However, nonprofit organizations are trying to convince donors that spending money on overhead should not be viewed so negatively: charities need to spend money on administration and fundraising, but costs are rising. Philanthropy advisers are recommending that donors consider how effective a charity is at its purported mission.

Media

Dallas TeleLearning. (Producer). (1999). McGraw-Hill/Irwin managerial/cost accounting video library. Retrieved from http://highered.mcgraw-hill.com/sites/0073379611/student_view0/video_library.html

o Chapter 1, “The Need for Managerial Accounting Information” This video describes the evolution of the foundation for modern management accounting, which began in the 19th century.

o Chapter 2, “Classifying Costs for Decision-Making” This video discusses the need for companies to keep profits as healthy as possible. In order to do so, managers and accountants must truly understand costs so that they can make effective decisions.

o Chapter 3, “Job Order Costing” This video focuses on manufacturers that make unique or customized products and the job cost accounting system these manufacturers utilize to track the specific ongoing costs of creating the products.

Websites

McGraw-Hill Higher Education. (2010). Managerial accounting: Online Learning Center. Retrieved from http://highered.mcgraw-hill.com/sites/0073379611/student_view0/index.html This website provides additional learning tools for you to learn this module's course material.

Practice Quizzes

Chapter 1, “Managerial Accounting and the Business Environment” http://highered.mcgraw-hill.com/sites/0073379611/student_view0/chapter1/multiple_choice_quiz.html This link will take you to the online learning center practice quiz for Chapter 1.

Chapter 2, “Managerial Accounting and Cost Concepts” http://highered.mcgraw-hill.com/sites/0073379611/student_view0/chapter2/multiple_choice_quiz.html This link will take you to the online learning center practice quiz for Chapter 2.

Chapter 3, “Systems Design: Job-Order Costing” http://highered.mcgraw-hill.com/sites/0073379611/student_view0/chapter3/multiple_choice_quiz.html This link will take you to the online learning center practice quiz for Chapter 3.


Standard 5: Resources

The degree to which course resources are relevant, engaging, and demonstrate academic integrity

Quality Indicator 5.2 The course resources are current or considered seminal, and they are prepared by experts in their respective fields. Definition/Explanation Current resources: Typically, resources should be current, or created within the last 5 years. However, there are many exceptions for this rule. Works commonly accepted as seminal in the field many fall outside the 5-‐year threshold. Good Example Bad Example Example 1

Readings

Dolan, R. J. (2014). Framework for marketing strategy formation. Boston, MA: Harvard Business Publishing.

o Section 2.4, “The Action Plan: The Marketing Mix Decision—Place Decisions” (pp. 19–21)

o Section 2.4, “The Action Plan: The Marketing Mix Decision—Pricing Decisions” (pp. 21–24)

McGraw-Hill. (2012). Marketing plan coach, 13e. Retrieved from http://www.mhhe.com/business/marketing/Perreault13e/marketing_coach/LA/index.html

o “Brief Outline: Marketing Strategy”

Note: This section covers topics across Weeks 4, 5, and 6.

Logue, A. C. (2012). Sticker shock. Entrepreneur, 40(7), 64. Retrieved from the Walden Library databases.

Ciotti, G. (2013, June 12). 10 pricing strategies that can drastically improve sales Blog post]. Help Scout. Retrieved from http://www.helpscout.net/blog/pricing-strategies/

Kowalchik, E., Steinberger, S., Thiara, K.,

Example 1a Required Resources Document: Week 6 Key Concept Overview (PDF) Laureate Custom (2015) Analysis and assessment of business. New York: McGraw-‐Hill [VitalSource ebook]. Resource packet 4: strategy. Porter, M. E. (2008) ‘The five competitive forces that shape strategy’, Harvard Business Review, 86 (1), pp.78-‐93. Optional Resources Cummings, S. (1993) ‘Brief case; the first strategies’, Long Range Planning, 26 (3), pp.133-‐135. Mintzberg, H. & Waters, J.A. (1985) ‘Of strategies, deliberate and emergent’, Strategic Management Journal, 6 (3), pp.257-‐272. Mintzberg, H. (1987) ‘Five Ps for strategy’, Californian Management Review, 30 (1), pp. 11-‐24.

Comment [16]: Example 1: Resources are current and topical. Blog posts are used, and the optional resources scaffold learning during this week.

Comment [18]: Example 1a: Other than Analysis and Assessment of Business, the resources used in this week of a course are quite old. Most of the optional resources come from the 1980s.

Woloshin, A., & Wuilloud, H. (2013). Pricing strategies of the automobile industry [PowerPoint slides]. Retrieved fromhttps://faculty.cit.cornell.edu/jl2545/4160/presentation/2013presentations/automobile.pptx

Penn, J. & Wihbey, J. (2015, January 29). Uber, Airbnb and consequences of the sharing economy: Research roundup on the sharing economy. Journalist's Resource. Retrieved from http://journalistsresource.org/studies/economics/business/airbnb-lyft-uber-bike-share-sharing-economy-research-roundup

Optional Resources Brynjolfsson, E., Hu, Y. J., & Rahman, M. S.

(2013). Competing in the age of omnichannel retailing. MIT Sloan Management Review, 54(4), 23–29.

Ghafoor, Z., & Iqbal, M. (2007). Role of the Internet in SME growth strategies: Case studies of Swedish companies. Retrieved rom http://epubl.ltu.se/1402-1552/2007/064/LTU-DUPP-07064-SE.pdf

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐Example 2

Readings

Freeman, M. (2013). The photographer’s eye: Graphic guide: Instantly understand composition & design for better digital photos. Burlington, MA: Focal Press.

o Chapter 1, “Framing” (pp. 8–29) This chapter of the course text sets up one of the more fundamental elements of photography by explaining how framing is more than simple composition. The author explains that sometimes what is left out of a photograph can be just as important as what is included.

The following blogs from Damon Guy explain how to make note of elements in photography that offer constructive assessments.

Quinn, B. (1980) Strategies for change: logical incrementalism. Homewood, IL: Irwin. Waterman, R.H., Peters T.J. & Phillips, J.R. (1980) ‘Structure is not organization’, Business Horizons, 23 (3), pp.14-‐26.

Comment [17]: Example 2: These resources make great use of experts in the field and leaders in the photographic arts.

Guy, D. (2012, 27 July). Doing a photo critique—part 1: Respect and sensitivity [Blog post]. Retrieved from http://www.photokonnexion.com/doing-a-photo-critique-part-1/ Guy, D. (2012, 29 July). Doing a photo critique—part 2: The method [Blog post]. Retrieved from http://www.photokonnexion.com/doing-a-photo-critique-part-2-the-method/

The following websites comprise galleries that allow you to experience the fundamental elements of photographic art.

Perivolaris, J. (2014). Garry Winogrand. Retrieved from http://pear.ly/57IT

Perivolaris, J. (n.d.-a). ARTS 2001—Fundamentals of photographic arts. Retrieved from https://pathbrite.com/portfolio/PvSKUPp5J/arts-2001-fundamentals-of-photographic-arts-week-1

Photography Now. (n.d.). Retrieved August 15, 2015, from http://photography-now.net/index.html

William Eggleston. (n.d.). Retrieved August 15, 2015, from http://www.egglestontrust.com/

Winogrand, G. (n.d.). Untitled, 1950s. Retrieved August 15, 2015, from http://www.masters-of-photography.com/W/winogrand/winogrand_untitled_1950s_full.html

The following websites include transcripts of interviews with the individual photographers regarding the approaches used in their works.

Meyer, P. (2001). Some background thoughts. I photograph to remember. Retrieved from http://www.pedromeyer.com/galleries/i-photograph/work.html

Diamonstein, B. (n.d.). An interview with Garry Winogrand. Retrieved August 15, 2015, from http://www.photoquotes.com/showinterviews.aspx?id=22&name=Winogrand,Garry&InterviewID=14

The following templates may assist you in

preparing your weekly photography assignments in preparation for the Final Project due in Week 5.

Document: Weekly Assignment Template (PowerPoint presentation)

Document: Final Project Photographic Series Template (PowerPoint presentation)

Document: Final Project Summary (PDF)

Optional Resources Microsoft. (2007). Create your first

presentation. PowerPoint 2007 overview. Retrieved from https://support.office.microsoft.com/en-us/article/Create-your-first-presentation-ac88d138-a7a0-402c-b5a5-812641e59c8e?CorrelationId=7968d1cf-6b8b-4c23-b6d2-95806c94b15f&ui=en-US&rs=en-US&ad=US




Quality Indicator 5.3 The course resources are engaging and enhance content mastery. Definition/Explanation The course should only include resources that the students need to achieve the learning. Resources that are interesting but not necessary for students to be able to meet expectations should be clearly labeled as optional resources. Activities and assignments should be constructed in a way that students should not be able to complete them without having read/viewed the resources. Furthermore, students should not have to read/view resources that are not relevant to the activities and assignments. Good Example Bad Example

Example 1 Required Resources

Course Text 1: Shank, P. (2009). Infoline: Develop valid assessments. Alexandria, VA: ASTD Press.

o "What is Assessment?" (pp. 1–2, up to "Create Proper Assessments")

In this excerpt, assessment is defined and its purposes and roles are described. Focus on what assessment is and at which stage in the instructional design process assessment should be planned.

o Course Text 2: McCain, D. (2005). Evaluation basics. Alexandria, VA: ASTD Press. Chapter 2, "An Overview of Evaluation" (pp. 9–24) This excerpt provides an overview of the purposes and benefits of evaluation. Focus on how evaluation is defined and why it is an important part of the instructional design process.

Article: Wang, G. G., & Wilcox. D. (2006). Training evaluation: Knowing more than is practiced. Advances in Developing Human Resources, 8(4), 528–540. Retrieved rom http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=1148851711&sid=4&Fmt=2&clientId=70192&RQT=309&VName=PQD

o Read ONLY pages 528–533.

In this article, the authors discuss the importance and value of the evaluation of organizational training programs. Focus on the differences between formative evaluation and summative evaluation.

Article: Colburn, A. (2009). An assessment primer. Science Teacher, 76(4), 10. Retrieved rom http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?sid=17da4a30-4f28-4c63-ab74-0f5303d2a5e5%40sessionmgr15&vid=1&hid=19&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=a9h&AN=37601239 In this article, Colburn explains basic concepts related to assessment. Focus on the differences between formative assessment and summative assessment.

Article: Kizlik, B. (2010). Measurement, assessment, and evaluation in education. Retrieved from http://www.adprima.com/measurement.htm You may access a PDF of this article here: Measurement, Assessment, and Evaluation in Education © Robert Kizlik and Associates. Used by permission. This article summarizes the differences between measurement, assessment, and evaluation. Focus on how measurement, assessment, and evaluation are linked, as well as what distinguishes them from one another. Media

Video: Evaluation Versus Assessment (approximate length: 6:16 minutes) Click here to access this piece, and then click on the title of the program in the left column to view this video. In this program, Dr. Mary Herring explains the difference between evaluation and assessment. Focus on how evaluation and assessment are both distinct and related.

Example 1a

Readings

Marchewka, J. T. (2012). Information technology project management (4th ed.). Hoboken, NJ: Wiley.

o Chapter 1, "The Nature of Information Technology Projects" (pp. 1–29) Chapter 2, "Conceptualizing on Initializing the IT Project" (pp. 3–75)

Murphy, K. E., & Simon, S. J. (2002). Intangible benefits valuation in ERP Projects. Information Systems Journal, 12(4), 301–320. Retrieved from the Walden Library databases.

Document: Final Paper Guidelines (PDF)

Document: How to Create an Audio Clip (Windows)

Document: How to Create an Audio Clip (Macintosh)

Document: How to Import Audio into PowerPoint: Windows

Document: How to Import Audio into PowerPoint: Macintosh

Document: Presenter Presentation Format (PDF)

Document: Seminar Format FAQ (PDF)

Document: Seminar Discussion Format (PDF)

Comment [19]: Example 1: The resources, which feature a nice collection of recent articles, are complemented by a series of video pieces as well as an engaging interactive multimedia piece.

Comment [21]: Example 1a: This example, with its heavy reliance on hand-out documents, is not very engaging.

Video: Levels of Evaluation (approximate length: 4 minutes)

Click here to access this piece, and then click on the title of the program in the left column to view this video. In this video, Dr. Ann Kwinn provides an overview of the levels of evaluation. Focus on what is evaluated at each level. Video: Formative and Summative Evaluation (approximate length: 7:36 minutes) Click here to access this piece, and then click on the title of the program in the left column to view this video. In this program, Drs. Stewart Donaldson, Katrina Bledsoe, and Jody Fitzpatrick discuss the distinction between formative and summative evaluation and the emergence of developmental evaluation. Focus on how formative and summative evaluations are viewed differently.

Interactive Multimedia: "Learning Theory Overview" Click here to access this piece. This interactive tool provides an overview of different learning theories as described by various experts. Focus on the principles of each learning theory. Note: This program is user driven and allows you to view the content at your own pace.

Optional Resources

Article: Smith, M. K. (1999). Learning theory (pp. 1–8). Copyright 1999 by Infed.org. Click here to access the article. Reprinted by permission of Infed.org via the Copyright Clearance Center. -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐Example 2

Readings “Welcome to the New Frontier!” Frontier. N.p., n.d. Web.

31 Aug. 2014. <www.wearethefrontier.com>.

Branding Resources “Choosing Brand Elements to Build Brand

Equity.” Management Study Guide. Management Study Guide, n.d. Web. 5 Oct. 2014. <http://managementstudyguide.com/choosing-brand-elements-to-build-brand-equity.htm>.

Ferree Stratton, Erin. “The 9 Advantages of Using a Visual Vocabulary in Brand Identity Design.” BrandStyle Design. Elf design, n.d. Web. 5 Oct. 2014. <http://www.elf-design.com/article-Visual-Vocabulary.html>.

Gunelius, Susan. “What Is a Brand? Part 1-5 Factors that Define a Brand.” Aytm. Umongous, LLC, n.d. Web. 5 Oct. 2014. <https://aytm.com/blog/research-junction/branding-factors>.

Pepsico. “Brands You Love: Top Global Brands.” Pepsico. Pepsico, Inc., n.d. Web. 5 Oct. 2014. <http://www.pepsico.com/Brands/BrandExplorer#top-global>.

Comment [20]: Example 2: This example contains a wide breadth of tools, resources, and engaging videos to help students learn—in a cutting-edge way—how to design online experiences.

Stinson, Stinson. “Design For Success: How To Choose The Right Visual Elements To Define Your Brand.” Forbes. Forbes.com LLC, 10 Mar. 2014. Web. 5 Oct. 2014. <http://www.forbes.com/sites/sage/2014/06/30/design-for-success-how-to-choose-the-right-visual-elements-to-define-your-brand/>.

Whittle, Solveig. “Visual Branding Basics for Indie Musicians.” Solveig Whittle. Solveig Whittle, 13 Aug. 2013. Web. 5 Oct. 2014. <http://www.shadesofsolveig.com/2013/08/13/visual-branding-basics-indie-musicians>.

Concept and Mind Mapping Tools “Collaborative Mind Mapping.” Mindmeister. Meister

Labs, n.d. Web. 31 Aug. 2014. <http://www.mindmeister.com>.

Navigation “Best Navigation Structure.” The Webby Awards. The

Webby Awards, n.d. Web. 31 Aug. 2014. <http://www.webbyawards.com/winners/2014/web/website-features-and-design/best-navigationstructure>.

Web Design Portals “Coolhomepages: design inspiration.” Cool

Homepages. CoolHomepages.com, n.d. Web. 29 June 2014. <http://coolhomepages.com>.

Gube, Jacob. “16 Best Web Design Galleries for Inspiration” Six Revisions. Six Revisions, 29 Apr. 2009. Web. 29 June 2014. <http://sixrevisions.com/web_design/16-best-web-design-galleries-for-inspiration>.

“The Best Designs Homepage.” The Best Designs. The Best Designs, Web Design Inspiration, n.d. Web. 29 June 2014. <http://www.thebestdesigns.com>.

“Web Designed Served Homepage.” Web Design Served. Behance, n.d. Web. 29 June 2014. <http://www.webdesignserved.com>.

Wireframes A wireframe is a visual guide to plan the layout of website pages.

Lim, Winnie. “A Beginners Guide to Wireframing.” Tuts+. Evanto Party, Ltd., 18 June 2012. Web. 29 June 2014. <http://webdesign.tutsplus.com/articles/a-beginners-guide-to-wireframing--webdesign-7399>.

Media Laureate Education. Building a Concept Map. 2014.

Digital file.




Quality Indicator 5.4 The course resources are universally accessible and organized consistently throughout the course. Definition/Explanation Universally accessible: Able to be accessed by people with disabilities. Resources included in an online course should be accessible by all students regardless of their ability. For example, videos must be accompanied by transcripts and/or closed captioning for hearing impaired students. Resources should be organized consistently throughout the course so students know where and how to access them. Good Example Bad Example n/a n/a Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator)



Quality Indicator 5.5 The course resources adhere to current copyright law. Definition/Explanation Laws regarding intellectual property differ from country to country. Any resources included in a course must adhere to copyright law. Most institutions have support available for faculty and students regarding the complexities of copyright. The most basic requirement is that all resources contain a correct citation according to your institution’s preferred style (Harvard, APA, MLA, etc.). Good Example Bad Example

Example 1 Required Resources

Text Excerpt: Dick, W., Carey, L., & Carey, J. O. (2008). Developing assessment instruments. In The systematic design of instruction (7th ed., pp. 130–141). Upper Saddle River, NJ: Merrill.

o Click here (PDF) to access this reading. Read pp. 130–

141. © Allyn & Bacon/Merrill. Used by permission. In this section of Chapter 7, the authors describe the types and uses of criterion-referenced tests, explain guidelines for developing test items according to specific criteria, and examine various test item formats. Focus on the characteristics of criterion-referenced tests and the principles determining mastery criteria and of developing effective test items in appropriate formats.

Course Text 1: Infoline: Develop Valid Assessments (pp. 2–8)

In this section, the author examines how to create proper assessments, including selecting cut-off scores and developing assessment tools. Focus on how the concepts of validity and reliability are defined, as well as the steps one should take in planning and designing an assessment.

Article: Colburn, A. (2009). An assessment primer. Science Teacher, 76(4), 10. Retrieved rom http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?sid=d3395084-9b27-431d-ae0d-

Example 1




Quality Indicator 5.6 The course resources align with the institution’s expectations for delivery method, language, content, and aesthetics. Definition/Explanation Course resources should align with the institution’s expectations for delivery. If resources are to be delivered electronically to students, select a text or articles that are available in that format. If the institution does not have an online library, avoid asking students to search databases for journal articles. If students have bandwidth issues, avoid requiring them to download very large

Comment [22]: Example 1: Permissions have been acquired and have been included in the Learning Resources page. Articles and texts are represented with the correct bibliographic information so that intellectual property ownership is clear and students can see how to correctly reference the work of others in their own academic papers.

media files. If the course is delivered in Spanish, resources should be delivered in Spanish. Good Example Bad Example Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator)

Standard 6: Instructional Impact The degree to which research-‐based best practices in teaching and assessment of student learning are incorporated into the programs and courses

Quality Indicator 6.1 The course provides a platform for faculty to create and sustain an active teaching presence. Definition/Explanation The course should have various opportunities for the faculty to interact with the students and demonstrate their presence to the students. Presence can be established and maintained in a wide variety of ways, including but not limited to: A video introduction to students at the beginning of the course Regular interaction on discussion threads Formative feedback on student assignments Regular check-‐ins with students about their progress Course announcements Timely feedback to students

Good Example Bad Example Example 1: If you have questions regarding this class, the assignments, working online, or anything that may come up, please post them here. I will post a reply as soon as I can, or perhaps someone from class can answer! We can learn a lot from each other in this class! Example 2: Note from Instructor What is the professor’s role in the Discussion Board? As you might expect, it's many faceted: I organize the discussions, ask initial questions, answer your specific questions, contribute my own thoughts about key issues (and try to model

critical and constructive discourse about our readings), and moderate the conversation. However, I also make a conscious effort to avoid dominating the Discussion Board: I don't necessarily reply to every single message, nor do I always "give the answer" to questions I or others pose (especially since for critical thinking-‐type questions, there are many possible answers). The Discussion Board is for students as much as it's for the teacher, so my participation has important limits—especially after the class gets comfortable with the medium. Finally, I tend to be more active Mon–Fri than on the weekends, though I do log in Sat–Sun to check the action. Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator) Include opportunities for Instructor-student interactions outside of direct feedback on activities and assignments (e.g., Instructor Welcome message prior to course start, periodic e-mails that check in with students, or course announcements).

Standard 6: Instructional Impact

The degree to which research-‐based best practices in teaching and assessment of student learning are incorporated into the programs and courses

Quality Indicator 6.2 The course provides opportunities for substantive, constructive, and timely feedback from faculty. Definition/Explanation Online students thrive on substantive and timely feedback. The course should provide opportunities for the faculty to provide feedback on learning. This includes feedback on discussion threads, written assignments, or group work. Activities and assignments should not be limited to self-‐directed work or assessments that do not require any feedback from the faculty (e.g., computer-‐generated quizzes). Good Example Bad Example Example 1: Assignment: Part 2 of the Final Project is Assignment – Final Project Outline and Annotated Bibliography As a future leader in government

Comment [23]: A good example of scaffolding a Final Project. The Instructor would provide feedback on each portion of the assignment as students complete them. Then students would incorporate feedback, revise, and compile the entire project at the end of the course.

administration, it is essential that you understand the fundamental concepts, principles, and processes related to human resource management. Over the past several weeks, you have explored many of these human resource management concepts. You will examine the principles and processes related to human resource management in a government or nonprofit organization.

This week you will be completing Part 2 of the Final Project that includes an outline and annotated bibliography. You will submit a 3- to 4-page outline of your paper and an annotated bibliography of three of your scholarly resources that will be used in the paper.

You should use the government or nonprofit organization you submitted in Week 2 as the basis for your paper.

The final paper requires that you use 10–12 peer reviewed scholarly references from the Walden Library that are no more than 5 years old. These should relate to the human resource management concepts from the course. For this assignment, you will be complete the annotated bibliography for 3 of these resources and provide a list of the remaining 7 in APA reference format.

This will be a graded assignment paper.

Submit your Assignment by Day 7. Note: Name each Assignment with the

Week and your Name. For example: Week 3.jsmith Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator) Provide opportunities for the Instructor to give explicit and substantive feedback to students related to class performance.

Standard 6: Instructional Impact

The degree to which research-‐based best practices in teaching and assessment of student learning are incorporated into the programs and courses

Quality Indicator 6.3 The course provides opportunities for peer-‐to-‐peer learning. Definition/Explanation The course should give students an opportunity to learn from one another. These experiences might happen through discussion forums, group projects, or projects that require them to go out into the profession or community. Note: Not every activity or assignment needs to involve peer-‐to-‐peer interaction. Good Example Bad Example

Example 1

Creating Story Problems

Consider contexts in which decimals and negative numbers might be used in daily life. For example, a decimal number could represent the time it takes to complete a task. A negative number could represent a temperature below zero. What other situations or stories can you think of that would help bring real-world meaning to decimals and negative numbers?

Creating story problems to connect to computation exercises encourages students to think mathematically and develop reasoning rather than relying on formulas or memorizing steps. Story problems may also increase student engagement because students have to think about the processes they use to arrive at a reasonable answer.

In this Discussion, you will create addition and subtraction story problems involving decimals or

negative numbers. You will use the story problems to help you make sense of the rules for addition and subtraction.

To prepare: Choose either (1) decimals or (2) negative numbers to be the focus of your posting. Then, write story problems for the equations given. Solve each story problem, and consider why the solution makes sense. What types of visuals might you use to represent your story problems? How might your story problems be used to help students make sense of the rules for adding and subtracting with decimals or negative numbers? Did you remember to use estimation for sense-making and reasonableness?

1) Decimals: Write a story problem for each of the equations below:

65.4 + 58.25 = ?

65.4 – 58.25 = ?

2) Negative Numbers: Write a story problem for each of the equations below:

(–5) + 2 = ?

(–5) – 2 = ?

By Day 3 of Week 3:

Post a description of your story problems and solutions, and explain how they relate to the rules for adding and subtracting decimals or negative numbers. Explain why your solutions make sense, and share a visual representation that could be used to help solve one of your story problems. If you had difficulty in creating your story problems, indicate the struggles you had.

Note: You may create your visual representation by hand, use drawing tools in Word, or make them in any other way of your choosing. If you made the visual representations by hand, scan and upload your visual representations for others to see. If you made the visual representations using electronic media, save them in an appropriate file format to be uploaded and shared. In Blackboard, these will have to be uploaded as an attachment. Usually a PDF file or a Word

document in which the representations have been inserted can be opened by everyone.

By Day 7 of Week 3:

Respond to at least two of your colleagues, one who focused on decimals and another who focused on negative numbers. Consider how the story problems can be used to help students make sense of the rules for adding and subtracting with decimals or negative numbers. Reflect on the insights you gained through this task to help you better support student learning. You may respond in any of the following ways:

Explain insights you gained by considering your colleagues’ story problems, solutions, and visual representations.

Share a different perspective.

Offer suggestions to those who experienced challenges while solving the task.

Return to this Discussion in a few days to read the responses to your initial posting.

Example 2: A significant part of this course will be synthesis of information about KM from a number of outside resources. Here's a list of common sites that may help you get started in your quest for rigorously validated, credible resources, cases and theories. http://www.brint.com http://www.apqc.org/ http://www.kmworld.com IEEE Transactions on Knowledge and Data Engineering. ISSN:1041-‐4347Available: http://www.ieee.org/index.html A. Due: Day 3, Week 2. After reviewing Fahey and Prusak's, "The Eleven Deadliest Sins of Knowledge Management," choose one of the errors listed and expand on it using the Discussion Board. 1. Make sure you provide additional detail and at least one outside source that validates the claim that the error you have chosen is "real." 2) Additionally, you should provide 1–2 strategies or tactics that can be used to mitigate or counteract the effects of the error you have

chosen. Both sections of your response should be posted together and should be no more than 4 paragraphs (~1 page) in length. After you have completed and posted your error listing and response, you should read the responses of your classmates. Choose at least two postings from your classmates and make an additional suggestion for solving the problem set forth. Do this by posting a response (reply) to the original message. This will help us organize and grow a listing of best practices to correct each of these potential errors. (Note: You start your reply with something more descriptive of your comments.) Be creative with your solutions, but also remember that a degree of academic fidelity is required so backing up your statements with references and real-‐world examples will add credibility to your comments. B. Due Day 7, Week 2. Once everyone has posted Assignment A, we will have our own mini-‐knowledge base of information about solving some of the most common problems facing KM. We'll examine how useful this knowledge base (built in the Discussion Board for Assignment A) is and what could be changed to make it more effective. What are the benefits and drawbacks? How would you reorganize, codify, process, or use this information? Submit a 1-‐ to 2-‐page review of our Assignment A Discussion Board postings, including responses to the questions listed in the preceding paragraph, to the Assignment submission link below. C. Due Day 7, Week 3. Last week, each of you posted two case studies/references related to knowledge management. This week you should begin work on your midterm assignment: a case study briefing of an existing knowledge management initiative. You may choose to focus on the overall initiative and review people, technology, and process combined or you may choose to delve deeper into one aspect of the initiative (e.g., a detailed review of how technology enables key business objectives and what components make up the solution, or how people issues like leadership, culture, and change management effected outcomes of the initiative).

The deliverable should be 5–7 pages, not including front and back matter (intro, table of contents, bibliography, appendix, etc.) Provide a short overview of the organization, followed by general information about the overall KM initiative, its objectives, and then the majority of your work should be devoted to your selected approach (overall vs. specific aspect). You have the flexibility to focus on the area of knowledge management that most interests you and use this perspective to review the details of a real-‐world KM initiative. When you have completed the assignment, please submit them to the submission link. Example 3: Assignment: Wiki: Interview Question As you have considered the effect of war on military personnel this week, you may have become aware of the types of combat or war-related information that might be important to elicit from a military client. Use the wiki function in the classroom to post by Day 5 a potential interview question that addresses the effects of combat and/or war on military personnel and their families. (If your Instructor has divided your class into groups, be sure to post to your assigned group wiki.) Collaborate with your colleagues by responding to their comments to your wiki post and by providing feedback to your colleagues’ posts. Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator)

Standard 7: Writing, Presentation, and Aesthetics

The degree to which the learning solution is universally accessible, well designed, coherently written, innovative, and supportive of learning

Quality Indicator 7.1 The course uses active voice and speaks directly to students. Definition/Explanation Good Example Bad Example Example 1

At the beginning of a research project, a researcher has a question or an idea related to some behavior or phenomenon. This could be based on informal observations of a phenomenon or even on reviews of another’s research findings. The research question can then be developed into a hypothesis. Then what happens? The researcher collects data in response to the hypothesis. Once data are collected, statistics allows a researcher to analyze those data, make inferences, and even prove something.

You may already be quite familiar with statistics related to sports. If you follow baseball, you may pay attention to batting averages. In basketball, you may look at the percentage of successful foul shots over the whole season or for an individual game. Whether those data explain how well a player plays in comparison to others or how well an entire team performs, statistics makes that analysis possible.

Even if you are not a sports fan, statistics are everywhere. If you are trying to choose a car to purchase, you may wish to know whether your future car is safe. The sales representative can tell you about accidents and safety statistics for the model you are considering. You may want to know whether the car is safer for women or men to drive, or if it is safer if you are tall or short. Guess what tool can help you? You guessed it: statistics!

Consider some of the concepts you have been studying in previous courses in your psychology program and think about how statistics can help answer some of the more difficult questions about characteristics and behaviors of people. What if you were able to conduct an analysis to understand the healing preferences of patients after major trauma? Or imagine being able to estimate the likelihood a criminal will get out of

Example 1a The key to successful software development is

identification of system requirements, many

companies have learned. Incorrect or incomplete

understanding of requirements is the main reason

that a software development process is

unsuccessful.

A software development process must be based on

the business requirements for an organization's

information system (IS). To identify what the IS

must provide, a systems analysis is performed by a

systems analyst. That analyst identifies the

requirements and develops the model of an

organization's IS.

The likelihood of its success should be determined

before a project is taken up for development by

identifying its purpose, scope, and resource

requirements. The approximate cost and duration

of the proposed project will be determined by a

feasibility study. It is the responsibility of the

systems analyst to use techniques to increase the

probability of a project's success.

Several approaches are usually adopted for the

development of an IS. Some of the more common

approaches include the “structured,” “object-

oriented,” and “agile” methodologies. A successful

Comment [24]: Example 1 This course introduction does a good job of speaking directly to students.

Comment [25]: Example 1a This sample is written in passive voice. And it is not particularly effective at speaking directly to students.

jail and not commit any more crimes. Statistics will play a significant role in these studies.

Statistics may be the backbone in many of the research studies that make up the field of psychology. Without statistics, you would not be able to draw conclusions about human characteristics and behavior. Think of statistics as a tool to help you study and understand the areas of psychology that really interest you.

This course will give you the basic understanding of statistics and their application in data analysis and interpretation of results. This course will help you ask the right data questions in psychology and in life and help you read and better understand journal articles about topics that interest you the most in your field. You will see applications to the real world and to your studies.

Welcome to the course!

systems analyst needs to be familiar with all these

approaches so that he or she is able to decide the

best approach for the project to be developed.

Welcome to the course!



The degree to which the learning solution is universally accessible, well designed, coherently written, innovative, and supportive of learning

Quality Indicator 7.2 The course writing is clear, concise, and consistent. Definition/Explanation Good Example Bad Example Example 1

Anthropology is the study of humans, past and present. This course involves studying indigenous groups throughout the world and is considered a form of cultural anthropology. Cultural anthropology, with its multiple perspectives, offers a framework by which to appreciate indigenous peoples. Anthropologists study customs and beliefs of living people, but they also compare cultures for clues as to why

Example 1

Realising the importance of a more balanced approach to performance measurement, Kaplan and Norton introduced the balanced scorecard (BSC) in 1992 as a holistic framework for measuring the performance of an organisation. It is now seen as the most widely used framework

Comment [26]: Example 1 The introduction is concise, intriguing, and predictive of what lies ahead for students.

Comment [28]: Example 1 This writing sample is a little tepid. This makes the sample seem a little less than scholarly or, at least, brings its scholarship into question. The example is also somewhat convoluted and difficult to follow for a student reading it online.

some cultures and beliefs are similar, yet others are different. They look at the present as well as the past to understand cultures and their origins.

When you think of indigenous peoples, a tribe in a rainforest or another continent may come to mind. This image may feature a place as distant from you culturally as it is geographically. Yet, globalization’s impact on indigenous peoples (sometimes known as indigenization) means that you may find yourself exposed to peoples that you never knew existed. Who are indigenous people? What does it mean to be indigenous in a globalized world?

During this first week, you will focus on the term indigenous and the challenges presented when trying to determine who or what is indigenous.

Example 2

This week, you have explored the concept of management as both a set of functional tasks and as an extension of the values, ethics, and attitudes of an individual. Now consider the case of Costco Wholesale in Chapter 2 of your course text.

Consider the accomplishments of Jim Sinegal and Craig Jelinek at Costco Wholesale. In your opinion, what character and value traits led them to create and manage this successful company? What guiding principles have these CEOs used to successfully manage and expand this organization? What makes this organization different and successful?

Submit by Day 7 a 300- to 700-word paper that answers all of the following questions:

How would you describe Craig Jelinek's personality?

What terminal and instrumental values are likely to be especially important to him as a manager?

How would you describe Costco’s organizational culture?

What role do you think Jim Sinegal and Craig Jelinek played in creating and

that links the financial (e.g. profits) and non-‐financial measures (e.g. customer retention/satisfaction) of organisation performance into one managerial tool.

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐Example 2

This information is very important, because it reveals the company’s solvency by showing whether the company is turning accounts receivable (e.g. future income) into cash. The cash flow statement, therefore, helps interested parties get answers to the questions regarding the liquidity, or cash availability, of an organisation. The cash flow statement, therefore, helps interested parties get answers to the questions regarding the liquidity, or cash availability, of an organisation.

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐Example 3 As discussed in Week 7, financial leverage ratios (debt ratios) indicate a company’s ability to meet its financial obligations. The most frequently used ratios are:

Comment [27]: This example is clearly written, to the point, and easy for an online reader to comprehend. It scaffolds students’ thinking and guides them to formulate a response without giving away the answers. It is very clear what students are expected to produce.

Comment [29]: Example 2 Attention to detail was not consistent in this example;; the last sentence was repeated.

Comment [30]: Example 3 The same is true in this example;; the wrong week was inserted.

maintaining Costco’s organizational culture?

Which of your specific values will be evident in the way that you will manage? Why?

Application Assignments must be in APA style and format. Information on APA is available at the Walden Writing Center.



The degree to which the learning solution is universally accessible, well designed, coherently written, innovative, and supportive of learning.

Quality Indicator 7.3 The course uses correct grammar, consistent formatting, and institution-‐approved writing and citation styles (e.g., APA, Harvard, MLA). Definition/Explanation Good Example Bad Example Example 1

Week 2: The changing nature of work, part 2

Learning Objectives

Students will:

Analyse changes in the nature of work and work environments

Propose implications of changes in work and work environments for organisations and their staffs and for HR leaders

Apply paraphrasing techniques to academic writing

Learning Resources

Comment [31]: Example 1 This selection uses consistent formatting with institution-approved writing and referencing style (weekly title correctly in sentence case for UoL modules;; Harvard referencing is correctly applied). British spellings are used throughout this module.

Required Resources

Purdue Online Writing Lab (n.d.) Quoting, paraphrasing, and summarizing [Online]. Available from: https://owl.english.purdue.edu/owl/resource/563/01/ (Accessed: 23 August 2014).

University of Liverpool (n.d.) LibGuides: library for online programmes: referencing [Online]. Available from: http://libguides.liv.ac.uk/referencing (Accessed: 8 May 2015).

University of Liverpool (n.d.) Plagiarism–using the work of others as your own writing [Online]. Available from: http://www.liv.ac.uk/library/ohecampus/study/plagiarism.htm (Accessed: 23 August 2014).

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐Example 2 Even “existing” customers can be “new” customers in the sense that you take advantage of selling them “more of the store.” It now costs five to eight times as much in marketing, advertising, and promotion costs to acquire a new customer as it does to keep an existing one. In the article “The Profitable Art of Service Recovery,” the authors state:

It’s tempting to dismiss the occasional problem as petty and complaining customers as cranks, but managers should resist those easy outs. No business can afford to lose customers, if only because it costs much more to replace a customer than it does to retain one—five times more, most industry experts agree. Companies that alienate and frustrate their customers will soon have none left to bother them. Those that go out of their

Comment [32]: Example 2 This example uses correct formatting on the block quote as well as an accurate in-text citation.

way to please customers will soon have many more (Hart, Heskett, & Sasser, 1990, p. 149).

Example 3

Motivating Employees

Having read this week's assigned readings, you are now familiar with various theories and approaches to motivating employees. Consider your current job, a job you have had in the past, or one you know well, and then complete the Assignment.

Submit by Day 7 a 300- to 700-word paper that answers all of the following questions:

What motivational techniques, methods, or strategies does (or did) your current or past employer use to try to keep employees productive, satisfied, or motivated?

What worked and didn’t work to keep you productive, satisfied, and/or motivated?

What motivational theories explain why your employer’s efforts worked or didn’t work to keep their employees productive, satisfied, or motivated?

Based on your experiences and the readings, what would you recommend that your current or past employer do to try to keep their employees productive, satisfied, and/or motivated?

Application Assignments must be in APA style and format. Information on APA is available at the Walden Writing Center.



The degree to which the learning solution is universally accessible, well-‐designed, coherently written, innovative, and supportive of learning

Comment [33]: This example is clear and grammatically correct. It also indicates to students the preferred method of citation and offers assistance if needed.

Quality Indicator 7.4 The course writing incorporates global perspectives and supports cultural diversity. Definition/Explanation Global perspectives – Course content that strives to provide and include material that takes into account multiple perspectives that relate to others with respect and openness, shows a willingness to embrace diversity, and seeks to understand the links between our own lives and those of people throughout the world. A global perspective is universally accessible and enhances understanding of the social, political, and environmental forces that shape existence.

Good Example Bad Example

Global Forces and Diversity

In this week’s reading, you have read about some aspects of business in the global environment and about the rewards and challenges that come with a more diverse environment. You have also encountered the ideas of "global outsourcing" and "global supply chain management." The readings explored how new technology developed in a distant land, and changes of political alignments, can impact global business operations and ripple across the world to affect all types and sizes of businesses.

Post by Day 3 a 150- to 500-word statement in the Discussion thread that responds to all of the following:

What are some of the global forces that affect businesses today?

Give an example of how a specific business, company or industry has been, or could be, affected by global forces?

How might a company's diversity of employees, customers, and suppliers affect its success in today's global business environment?

Support your work with specific citations from the Learning Resources. You are allowed to draw from additional sources to support your argument, but you must cite using APA standards. All quoted material must be identified, cited, and referenced per APA standards.

You are encouraged to enrich your posting with your personal examples, experience, or

insights.

Edit your postings carefully for spelling, grammar, and punctuation errors.

Respond by Day 6 with at least 75 words each to two or more of your colleagues' postings in one or more of the following ways:

Ask a probing question.

Share an insight from having read your colleague’s posting.

Offer and support an opinion.

Make a suggestion.

Expand on your colleague’s posting.

Please note that you are expected to post and respond to class Discussions a minimum of 2 different days each week (1 day to submit your post, another to respond to your colleagues). Points will be deducted if you do not participate in the course Discussion on at least 2 days during the week.

Return to this Discussion in a few days to read the responses to your posting and responses. Note what you have learned and the insights that you gained as a result of participating in this Discussion.




Quality Indicator 7.5 The course layout is easy to navigate, user-‐friendly, and aligns with institution expectations. Definition/Explanation This Quality Indicator refers to the layout of the pages in the online classroom environment. Many institutions have templates and/or specific expectations about the instructional framework of online components. Check with your institution to see if any templates exist. Online classroom components should be user-‐friendly, easy for students to navigate without assistance, and flow in a logical order. The classroom environment should make sense to students and be a positive, self-‐directed experience. Good Example Bad Example n/a

n/a




Quality Indicator 7.6 The course is well organized with a logical sequence and flow of information. Definition/Explanation Many institutions have templates and/or specific expectations about the instructional framework of online components. Check with your institution to see if any templates exist. The content of an online course or online components should flow in a logical order that makes sense to students and builds on their learning from unit to unit. Good Example Bad Example Example 1

Week 1: Measurement and Geometric Thinking:

Real-World Applications

Week 2: Geometry Basics

Week 3: Two-Dimensional Figures

Week 4: Area and Perimeter

Week 5: Three-Dimensional Figures

Week 6: Similarity, Scale Factor, and Proportional Reasoning

Week 7: Transformations and Spatial Sense

Week 8: ePortfolio Example 2 [Note to designer-‐-‐-‐see table below. It should be included as example 2]


WEEK TOPIC CHAPTER(S)

1 Course Introduction and Overview Schaefer: Chapter 1, pp. 1–34 Henslin: pp. 1–2 Ritzer: Chapter 1, pp. 1–21

2 Cultural Context of Social Life Schaefer: Chapter 2, pp. 35–52 Henslin: pp. 83–85 Ritzer: Chapter 2, pp.23–55

3 Socialization: Social Interaction and Groups

Schaefer: Chapter 2, pp. 52–70 and Chapter 3, pp. 71–88 Henslin: pp. 147–149 Ritzer: Chapter 3, pp. 57–78

4 Stratification, Social Structure, and Global Inequality

Schaefer: Chapter 5, pp. 124–156 Henslin: pp. 199–202 Ritzer: Chapter 4, pp. 79–96

5 Inequality by Gender Schaefer: Chapter 7, pp. 183–201 Henslin: Ritzer: Chapter 5, pp. 97–114

6 Social Institutions: Family and Religion Schaefer: Chapter 8, pp. 203–226

Henslin: pp. 493–495 Ritzer: Chapter 6, pp. 115–139

7 Deviance and Social Control Schaefer: Chapter 4, pp. 96–123 Henslin: pp 265–267 Ritzer: Chapter 7, pp. 141–161

8 Social Inequality: Race and Ethnicity Schaefer: Chapter 6, pp. 159–180 Henslin: pp. 335–340; Ritzer: Chapter 8, pp. 163–185

9 Social Institutions: Education, Government, and the Economy

Schaefer: Chapter 9, pp. 227–256 Henslin: pp. 407–409; Ritzer: Chapter 9, pp. 187–210

10 Social Change: Technology and Social Movements

Schaefer: Chapter 11, pp. 292–313 Henslin: pp. 493–495; Ritzer: Chapter 10, pp. 211–231

FINALS WEEK Comprehensive Final Exam



Quality Indicator 7.7 The course design and presentation is engaging. Definition/Explanation Many institutions have templates and/or specific expectations about the instructional framework of online components. Check with your institution to see if any templates exist. Good Example Bad Example




Quality Indicator 7.8 The course meets expectations for accessibility and usability. Definition/Explanation Online components should meet expectations for accessibility by students with disabilities. In addition, online components should be usable on a variety of devices or platforms. Good Example Bad Example n/a

n/a


Standard 8: Support Structures

The degree to which support structures are in place for students and faculty

Quality Indicator 8.1 The course includes instructions on how to use any new technologies introduced in the course. Definition/Explanation New technologies: 1. Any technology tool that students would not be reasonably expected to already understand how to use. 2. Any technology tool that is part of required coursework that students have not had to use in other parts of the course or program. If a new technology is included in the course, provide explicit instructions for students about the expectations and requirements. In addition, provide detailed instructions for how to access and use the technology. The more explicit the instructions, the fewer questions and requests for support Instructors and tech support will have. Good Example Bad Example

Example 1

Publisher’s Website

Each week, in the Resources area, an Internet link is provided to the publisher’s website, along with Internet links to a PowerPoint presentation, a summary and a review, and a practice quiz for

Comment [34]: This examples explains to students how to use the publisher’s website as part of their coursework.

each of the assigned chapters. There are other excellent resources at the publisher’s website. Premium access is restricted by an access code that is supplied with a new book or available for purchase from the site. Premium access is not required for normal coursework.

Example 2:

In this course you will use Kaltura Media for one or more of your assignments.

The following video provides instructions for how to use the Kaltura Media Uploader.

In addition, the following documents provide information on the different methods of uploading media to Blackboard via Kaltura. Additionally, a Video/Voice Release Agreement form is included for use when recording audio and video.

User Guides

Student Guide For Integrating Media in the Classroom (PDF)

Video and Voice Consent Form

Video/Voice Release Agreement (PDF)

Technical Information

Kaltura accepts the following file video formats: .flv, .asf, .qt, .mov, .mpg, .avi, .wmv, .mp4, .3gp, .f4v, and .m4v.

Kaltura also accepts the following audio formats: .flv, .asf, .wmv, .qt, .mov, .mpg, .avi, .mp3, .wav, .aiff, .mpa, and .wma.

Note: It is suggested that you do not shoot video in high definition (HD) or the highest resolution setting of your recording device. Doing so usually results in a video that takes too long to upload. Also, a reliable/strong Internet connection is required for video uploads.

Comment [35]: This example gives very clear instructions for students to use Kaltura Media. This course also provides user guides for students to access if they need additional help.

It is recommended that videos remain under 150MB (file size). If it is necessary to make videos longer, you may decrease the video quality or record multiple, shorter segments. A DSL or better Internet connection is required.

Reducing the File Size of Videos (PDF)

Terms of Use

Please become familiar with the Walden Portal Terms of Use. Video uploads to Blackboard are subject to these terms that you have agreed to upon entering the Walden Student Portal for the first time.




Quality Indicator 8.2 The course includes links and clear instructions on how students can access support for library, research, and learning resources. Definition/Explanation Students need clear instructions about where to go when they need help with accessing the library, research center, or securing learning resources. Each institution will have different support structures, but the course content should make it easy for students to access the support they need. Good Example Bad Example Student Support Walden is very serious about responding to student needs. Whenever you have a concern, please contact one of the following people:

Your Instructor for course-related concerns (See Contact the Instructor area on the left.)

Academic Advising Team for administrative or confidential concerns

Your Program Director or Faculty Chair if you continue to have

Comment [36]: In these examples it is very clear where students can go to get help.

concerns Student Support Team for general student questions not

addressed above

Student Support Team myWalden: Live Chat or Write Us available from the Support Tab E-mail: [email protected] Phone: 1-800-WALDENU The Student Support Team can answer your general technical, financial, materials, and registrar-related inquiries 24 hours a day, 7 days a week. Walden Academic Advisors Phone: 1-800-WALDENU, option 3

The Academic Advising Team is available to answer your questions from 7:00 a.m. – 7:00 p.m. CST Monday–Friday.

Use the Walden University Directories website, shown below, and click on Academic Advising to find the contact information for your program. http://inside.waldenu.edu/c/Student_Faculty/StudentFaculty_10243.htm

Field Training Resources and Guidance

The field education coordinator is available at [email protected].

Complete information about the field training requirements for you program and the application process are available at the following URL: http://ecampus.waldenu.edu/c/Student_Faculty/StudentFaculty_18292.htm

At the bottom of the above page you will see a document labeled “MCP Field Training Manual.” You will also see a document labeled “Supervision and Activity Requirements.” Students should download these and review them to become oriented to what is expected for their field training.

Technical Requirements

To view Walden University's General Technical Requirements, please visit http://catalog.waldenu.edu and go to your Student Handbook, click on theStudent Support Services link and navigate to the Technology Policies.




Quality Indicator 8.3 The course includes links and clear explanations for how students can access institutional support such as academic support, disability services, language services, career services. Definition/Explanation Students need clear instructions about where to go when they need help with accessing institutional support services. Each institution will have different support structures, but the course content should make it easy for students to access the support they need. Good Example Bad Example Candidates With Disabilities Candidates in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the director of disability services at [email protected] or at 1-800-925-3368, ext. 1205 as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements. Student Support Walden is very serious about responding to student needs. Whenever you have a concern, please contact one of the following people:

Your Instructor for course-related concerns (See Contact the Instructor area on the left.)

Academic Advising Team for administrative or confidential concerns

Your Program Director or Faculty Chair if you continue to have concerns

Student Support Team for general student questions not addressed above

Comment [37]: In these examples it is very clear where students can go to get help.

Student Support Team myWalden: Live Chat or Write Us available from the Support Tab E-mail: [email protected] Phone: 1-800-WALDENU The Student Support Team can answer your general technical, financial, materials, and registrar-related inquiries 24 hours a day, 7 days a week. Walden Academic Advisors Phone: 1-800-WALDENU, option 3

The Academic Advising Team is available to answer your questions from 7:00 a.m. – 7:00 p.m. CST Monday–Friday.

Use the Walden University Directories website, shown below, and click on Academic Advising to find the contact information for your program. http://inside.waldenu.edu/c/Student_Faculty/StudentFaculty_10243.htm

Field Training Resources and Guidance

The field education coordinator is available at [email protected].

Complete information about the field training requirements for you program and the application process are available at the following URL: http://ecampus.waldenu.edu/c/Student_Faculty/StudentFaculty_18292.htm

At the bottom of the above page you will see a document labeled “MCP Field Training Manual.” You will also see a document labeled “Supervision and Activity Requirements.” Student should download these and review them to become oriented to what is expected for their field training.

Technical Requirements

To view Walden University's General Technical Requirements, please visit http://catalog.waldenu.edu and go to your Student Handbook, click on the Student Support Services link and navigate to the Technology Policies.

Further Instructions (step-‐by-‐step instructions on how to create the learning object or

achieve the quality indicator)

Standard 9: Technology

The degree to which the use of technology promotes achievement of learning outcomes

Quality Indicator 9.1 Technology used in the course is integral to achieving the learning outcomes of the course. Definition/Explanation Technology should complement and underscore the focus of the course content in each unit, week, or module. It should enhance the teaching and the learning, not overshadow it or be a distraction. Good Example Bad Example Example 1 Telling Stories Through Art – Lead-‐in Articulating stories within varied art forms is called narration. One form of narration is the narrative technique of “talk story.” Around the world, every culture has its own way of sharing information. Generally, the sharing of this information is an informal conversation or a way of sharing stories about family history. “Oral history” is also “talk story” and it is a revered and respected way of preserving culture. Talk story and oral history are methods of recording, preserving, and interpreting historical information based on personal experiences and opinions. For example, National Public Radio sponsors an independent nonprofit project called StoryCorps “whose mission is to provide Americans of all backgrounds and beliefs with the opportunity to record, share, and preserve the stories of their lives” (NPR, retrieved from http://www.npr.org/2015/08/07/430034734/to-save-him-one-mom-told-her-son-leave-and-do-not-look-back) In the art of poetry, the very narrative technique of talk story becomes a part of the poetic experience;; it implicitly enhances the poem’s content as the poet shares his or her thought processes, and the historical and cultural experiences of the poet, as the poem was composed.

Discussion Join VoiceThread. Then, in Voice Thread, introduce yourself to your colleagues by sharing something interesting about yourself. By Day 7, Week 2 Review two or more of your colleagues’ VoiceThreads.

Comment [38]: (In this Discussion, the link out to the NPR StoryCorps, and the third party media that ensues, serves as a framework for the upcoming assignment on reading poetry as part of the oral history process of recording historical and cultural experiences.)

Comment [40]: The use of VoiceThread has no connection to the learning in this course. It is only used as a way of introducing students. If this technology was expanded to incorporate instructional elements or assisting the students with achieving outcomes, then it would meet the Quality Indicator.

Example 2 Virtual World Research Design

The main project in this course is your ethnography of a virtual world. We will spend several weeks preparing for the larger project by addressing portions of this type of research in manageable pieces. The goal this week is to have you think about what defines a virtual world and, based on that, what examples might qualify and which ones would not. In your Assignment you will explore the margins of virtual worlds and discuss real and fictional examples in order to understand them better. Chapter 1 outlines criteria for defining a virtual world. We will use these criteria as the basis for our research choices throughout the course.

Name Checkpoint 2: Final Project Choosing a Virtual World

10 POINTS

DUE BY DAY 7 of WEEK 3

Make your decisions on your virtual world and prepare a short explanation of why you chose it and what you hope to learn. This will be your proposal and the intro to your final project.

Submit your paper by Day 7 of Week 3.


Comment [39]: (In this course, Anthropology of the Digital Age, the students will be studying concepts of anthropology as avatars in the digital platform of Second Life. The students get a “good overview of anthropology in general but at its heart this course is really about how you study people. In order to accomplish this task you will be learning how to conduct ethnographic field research like an anthropologist would do. The major difference is that you and the other students in this course will be doing this work online in a Virtual World” (Course Introduction, Anthropology of the Digital Age, ANT 210, Spring, 2015). The use of technology in this course enhances the learning and the teaching, while engaging the skills of budding social scientists that are not yet ready to go out into “the field” of the real world).

Research any new technology before introducing it into the classroom, and consult your instructional designers about its online success or failure before using it your course.



Quality Indicator 9.2 Technology is functional and accessible by all students and faculty in the course. Definition/Explanation Functional and accessible: It works when it should, how it should, and where it should. Good Example Bad Example Example 1 Your Final Project group will create a wiki that identifies and defines social problems. Think about a current social problem with these factors in mind:

How might the problem not align with social work values and ethics?

How was the problem identified historically, and what steps were taken to mitigate the problem?

How have those affected by this problem changed over time?

******* Example 2 To complete your course project, you have the option to use a new technology called Citelighter. Citelighter is an educational technology designed to assist students with organizing research from multiple sources as well as outlining and drafting research-based writing assignments. Prior to this module’s Assignment, check the My Announcements section in the Course Home area for instructions on signing up for Citelighter. Then, go to the Citelighter landing page, which also contains a brief instructional video on how to use the technology.

Discussion Join VoiceThread. Then, in Voice Thread, introduce yourself to your colleagues by sharing something interesting about yourself. By Day 7, Week 2 Review two or more of your colleagues’ VoiceThreads.

Comment [41]: In this example, the Final Project was a group effort that created a platform space for wiki interaction. Wikis are not considered “new” technology in the online classroom now, but because the interactive wiki has enjoyed such success as a useful online technology, using a wiki is a good example of the effective use of technology in the classroom.

Comment [42]: In this example, new technology is being introduced into the course. The students are given the option to use the new technology and they are provided appropriate directions and instructions on how to sign up to use the technology and gain access to the necessary materials/templates in order to begin using it. The Instructor Note reminds the Instructor to set up the account so that the new technology will be accessible to the students.

Comment [43]: This technology did not work well in the Blackboard environment. As a result, students were frustrated and ultimately unable to meet the expectations.

Instructor Note: During this course, you will complete an assignment(s) using a new educational technology called Citelighter. The first step in completing this assignment will be to create a Citelighter account and gain access to the course-specific template. In order to gain access to the template for this course’s assignment(s), please use the class code: XXXXXX. Refer to the Citelighter link under Course Home for further instructions on creating a Citelighter account, accessing the course template, and other helpful information regarding Citelighter. Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator) Research any new technology before introducing it into the classroom, and consult your instructional designers about its online success or failure before using it your course.



Quality Indicator 9.3 Technology policies and requirements are clearly articulated in the course. Definition/Explanation Clearly articulated in the course: The student is provided with detailed information about the technological requirements he/she must have in order to participate successfully in the course. Good Example Bad Example Technology Requirements To help ensure success, students should be proficient using e-‐mail, the Internet, and common desktop productivity software. During the course of the program, requirements (either hardware or software) may change from the original technology recommendation. Make sure to consult the software/hardware requirements within the program or with the Faculty Member or program director for any technology recommendations that may have changed since the original recommendation mentioned below or within the program of study. Below are some initial

recommendations: Recommended Setup

Internet access required: 6–10

Mbps speed

or higher recommended.

Broadband is recommended, as

students with dial-‐up may

experience degraded performance.

Windows Vista or Windows 7 or

Mac OS X with virtualization

software (like Parallels with

Windows OS)

2 GB of RAM minimum

40 GB hard drive

Speakers and headphone

connected to the computer

Inkjet or laser printer

Portable media (thumb drive)

Software Requirements

Web browser

Recommended web browser: Chrome,

current version

Other web browsers: Internet Explorer

Version 9.0 or higher or Firefox’s current

and next most recent releases

Microsoft Office

Adobe Reader Version 10.1 or

higher

Adobe Flash Player Version 11.7 or

higher

Apple QuickTime Version 7.7 or

higher

Windows Media Player Version 11

or higher

Antivirus software (e.g., McAfee or

Norton) installed, running, and

kept current by promptly

installing the upgrades and

patches made available by the

software manufacturer

Further Instructions (step-‐by-‐step instructions on how to create the learning object or achieve the quality indicator) Consult with your college or university to get the most updated technology requirement information to include on your Course Syllabus.

Standards for Excellence Exemplars EDITED...

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