Develop a conceptual model (design) for your online distance learning course.
Skills development
Development of skills in the design of learning and teaching experiences;
Cultivation of skills in operationalizing knowledge of learning theories into models of teaching and
learning.
This activity is designed to engage you into articulating your knowledge and understanding of a learning theory
or several learning theories that you will use as the foundation for your operational model of learningthe
learning design for your online distance-learning course. Be sure to articulate clearly the theoretical foundation
of your learning design and a rationale for its selection. Your design must pay attention to the following
elements of any good teaching and learning transaction:
a) Statement of assessable learning objectives
b) Subject matter content representation;
c) Activation of learning and engagement of students with that subject matter content;
d) Socialization and interaction between and among students;
e) Assessment of learning objectives; and
f)
See Course Assignment Guidelines in the Assignments Details and Q&A Content area for additional
information about expectations for writing quality and assignment presentation. You will find a suggested
outline for this assignment in the Assignment 2 topic area. Also, refer to the additional guidelines and rubric
that are part of this assignment description (see next pages).
Format and length
Use your imagination and creativity develop and present your learning design, which may include, text,
diagrams, concept maps, graphics and illustrations.
Do not exceed 2,000 words (this excludes the references).
Submit your assignment as a Word document.
Name your file using the following format: LastnameFirstinitial_A2a
Example : SmithL_A2a
Where to submit
Submit your assignment in the Assignments area.
GRADING RUBRIC
GRADE SCALE
A (90%-100)
22.5 - 25 points
B (80-89%)
20 - < 22.5 points
C (70-79%)
17.5 - <20 points
F (< 70%)
Below 17.5 points
Design Concept Paper
Addressed but does
not
completely fulfill
requirements
Note: no points will be awarded in a category if the category is not addressed at one of the levels
described below.
Statement of
3.6 - 4 points
3.2 - 3.5 points
0 3.1 points
assessable
Learning objectives are:
Learning objectives are:
Learning objectives
learning
- clearly stated
- clearly stated
are included but lack
objectives
- measurable
- measurable
one or more of the
- directly relevant for the
- directly relevant for the
stated requirements
learning problem identified learning problem identified
in the context analysis
in the context analysis
- achievable in the time frame - achievable in the time frame
specified for the instruction
specified for the instruction
AND
Learning outcomes are
clearly linked to solving the
performance problem (or
learning need) identified in
the context analysis
2.7 - 3 points
2.4 - 2.6 points
0 2.3 points
Subject matter content
Most subject matter
Subject matter Subject matter content
representation is:
representation is:
content representation
content
appropriate
for
an
online
appropriate
for
an
online
requirements are met,
representation
course environment
course environment
but one or more key
- appropriate in level of
- appropriate in level of
elements are not
difficulty for targeted learners difficulty for targeted learners addressed
- adequate to support
- adequate to support
learners in achieving the
learners in achieving the
stated learning objectives
stated learning objectives
- accessible for the type(s) of - accessible for the type(s) of
learners identified in the
learners identified in the
context analysis
context analysis
AND
Shows creativity in the
manner in which content is
presented so that learners
with different preferences
and needs are
accommodated
3.6 - 4 points
3.2 - 3.5 points
0 3.1 points
Learning
design
provides
for:
Learning
design
provides
for:
A
clear
attempt is
Activation of
capturing
and
maintaining
capturing
and
maintaining
made
to
address
learning and
student interest in the
student interest in the
activation of learning,
engagement
subject matter content
subject matter content
but the design does
of students
Exceeds requirements
Meets
requirements
with that
subject matter
content
Socialization
and
interaction
between and
among
students
Assessment
of learning
outcomes
Provision of
feedback to
students
0 2.3 points
Learning design
provides for initial and
ongoing interaction,
but it is not sufficient
to build a learning
community and/or
promote meaningful
discussion of subject
matter content
0 2.3 points
Assessments provide
for measuring the
stated learning
outcomes, but the
assessments may not
provide a full or fair
indication of the
learners capabilities
AND/OR
The assessments may
not be appropriate for
an online learning
environment
1.8 - 2 point
Learning design provides for:
- feedback to learners on
learning progress during the
course
- feedback on assessments
0 1.5 points
Provides for most, but
not all, of the feedback
needs for learners
OR
Includes all feedback
Justification
for design
decisions
Writing and
presentation
0 3.1 points
Some, but not all,
design decisions are
supported with
evidence
AND/OR
Presents evidence, but
it is not sufficient to
support the design
decisions
AND/OR
It is not sufficiently
clear how the evidence
is supposed to support
the design decisions
0 - 1.5 points
Includes required
components, but
writing is lacking in
logical flow
AND/OR
Contains several
spelling, grammatical,
punctuation problems
AND/OR
Sources are not
properly referenced