Summer 2018 - EDUC 935 G001

Learning Design Demonstration of Mastery

Class Number: 7306

Delivery Method: In Person

Overview

  • Course Times + Location:

    Location: TBA

  • Prerequisites:

    EDUC 864, EDUC 890, EDUC 891, EDUC 892, EDUC 893. Corequisite: EDUC 934.

Description

CALENDAR DESCRIPTION:

A public demonstration of mastery of theories, principles and practices of technology-enhanced learning design covered in the core courses of the Educational Technology and Learning Design MEd program. Graded on a satisfactory/unsatisfactory basis.

COURSE DETAILS:

Each student will publicly demonstrate a major new technology-enhanced learning design (such as a course, workshop series or game) similar in kind but larger in scope than assignments developed in the preceding core courses. In addition, design artifacts and a design rationale document will be submitted to demonstrate mastery of principles, ideas and skills acquired in at least three of the preceding core courses. Students’ learning designs will be evaluated by two program faculty members, with regard to appropriate application of design principles and skills gained in preceding core courses.

Grading

  • To achieve a grade of S (satisfactory), evaluators must agree that the student’s work meets all of the following criteria:

NOTES:

Design Rationale Document: ·
•       The target audience and context of use are clearly identified
•       The problem of learning which the design addresses is non-trivial and convincingly documented (through assessment   conducted by the student, through research literature, or both)      
•Learning objectives are clearly articulated
•      The design integrates technology tools that are practical in the intended context of use and whose affordances are appropriate for the problem of learning addressed
•       Design rationale are discussed in detail, with explicit and appropriate links to principles and concepts introduced in at least three of the preceding core courses. For example, the design addresses a problem of learning that is documented in credible literature (reviewed using methods and criteria learned in EDUC 864) and/or examined empirically by the student using approaches introduced in EDUC 893 (e.g. activity theory); the development process follows a formal instructional design model introduced in EDUC 891; it sensibly uses technological affordances discussed in EDUC 890, and considers empirically-supported principles of multimedia learning discussed in EDUC 892
•      Planned learning activities directly support achievement of intended learning objectives 
•       Choice and use of technology tools meaningfully support the planned learning activities and intended learning outcomes
•       A practical plan for assessing learning is included (e.g. evaluation rubrics or quizzes)
•      The length limit is respected
•      Current APA formatting conventions are followed

Artifacts:
•      Artifacts (e.g., web site, videos, lesson/unit plans) for use by learners are submitted on time and in good order for assessment (i.e. no broken links, invalid logins or software bugs that interfere with a thorough evaluation).
•     The artifacts are appropriate for use with the designated audience and in the designated setting
•     The artifacts align with the design rationale submitted.

Presentation: 
•       Presentation is well organized, clearly delivered, and effectively communicates the target audience, problem(s) of learning to be addressed, the thinking behind the design, and plan for assessment of learning. Key design artifact(s) are demonstrated, and the time limit is respected.

Students who receive an unsatisfactory grade from one or more assessors will receive a grade of Incomplete, and will be required to re-register and re-submit their work the following term or as soon as practicable.  A student who does not achieve a satisfactory grade on a second attempt will be required to withdraw.

Materials

MATERIALS + SUPPLIES:

None

REQUIRED READING:

None

None

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS