Course Revision Considerations
For the past two semesters, I have assigned informative speeches to be completed at the end of the semester. Each semester I was assigned one online course (30 students), yet, for the past two semesters I was notified three weeks before the semester began that I would be teaching two sections of my online course (60 students). Suddenly, I was looking at grading 60, 6-8 minute informative speech videos and outlines within a week’s time. Unfortunately, when I enter final grades for the course into our Peoplesoft program, the program automatically erases all of the student’s information out of the Blackboard course management system and does not allow students any further access to the course. Therefore, I do not have enough time to grade 60 speech assignments, provide feedback and have enough time for students to read their feedback within a week. I am also responsible for completing five face-to-face courses in this same time frame. Therefore, to help rectify the problem, I have decided to move the Public Speaking Module and assessment to the beginning of the course. Many instructors have used this course design in the past for this specific course, so I believe it is a logical redesign.
In addition to revising the design of this course, the course textbook will be changing to THINK Communication for fall of 2013. Thus, I have had to make a few adjustments in chapters, modules and to the course schedule. Below is a chart that displays the text book chapter realignment for fall of 2013. If you would like a closer look, feel free to download the PDF file listed below this document.
In addition to revising the design of this course, the course textbook will be changing to THINK Communication for fall of 2013. Thus, I have had to make a few adjustments in chapters, modules and to the course schedule. Below is a chart that displays the text book chapter realignment for fall of 2013. If you would like a closer look, feel free to download the PDF file listed below this document.
Chapter Revisions Chart.pdf | |
File Size: | 75 kb |
File Type: |
New Course Module Alignment
The document below contains a sample of how I will align the course competencies with an "Absorb, Do, Connect" learning activities. I have also included the assessments I will use for my course and listed them on the far right of that chart so that the items are listed in a chronological fashion. You may click on the hyperlinks to connect to the corresponding learning objects in the PDF file. If you would like a closer look, feel free to download the PDF file listed below this document.
Outline of Course Modules | |
File Size: | 119 kb |
File Type: |
Universal Design Additions
During this course, I also refreshed and renewed my passion for providing a course that aligns with the principles of universal design. I plan to continue to update and add various materials to adhere to these principles as my online course evolves. This fall I am planning to incorporate the following five items into my online course:
- Principle I. Provide Multiple Means of Representation (Checkpoint 1.1 Offer ways of customizing the display of information). I am going to add a few call-out boxes in my learning plans. I think they will be fun to create, visually appealing and will help students learn course material by highlighting salient points in a creative way.
- Principle I. Provide Multiple Means of Representation (Checkpoint 1.2 - Offer alternatives for auditory information). I will offer more closed captioning and/or transcripts for course videos.
- Principle II. Provide Multiple Means of Action and Expression (Checkpoint 6.3 - Facilitate managing information and resources). In our latest upgrade of Blackboard, they finally added a checklist function. I am planning on learning how to use and incorporate a checklist function for each of the modules.
- Principle II. Provide Multiple Means of Action and Expression (Checkpoint 6.4 - Enhance capacity for monitoring progress). I will add questions that help students self-monitor their progress. I will do this by using the self-assessment portion in the learning guides.
- Principle III. Provide Multiple Means of Engagement (Checkpoint 9.2 - Facilitate personal coping skills and strategies). I will provide students with both supportive communication and resources to cope with stress and managing frustration experienced when learning. I will provide these resources in the form of announcements in the beginning, middle, and end of the semester to assist students during times of peak frustration.