Kathy Boyle's ID portfolio
This is a template for the ID portfolio page, where you will document your instructional design work in progress during this semester. This template is used to organize your own portfolio page. DO NOT EDIT the template page itself. See the video guide on how this project works and how to set up your ID portfolio page: Zoom Video If you need to see examples, see Gërt Arnold Portfolio Page; Sarah Stolberg's Portfolio Page.
Navigation links: ETAP 623 Fall 2024 | Link to my mini-course front page
About Me
My name is Kathleen Boyle but people call me Kathy. I am both a professional marketer and college educator. I worked in the marketing and advertising industry for over 20 years. In my second career I became a professional lecturer at Marist College where I have worked for 15 years. I have developed and taught undergraduate and graduate courses in business, advertising and marketing. I have also worked in assessment at the college which is an area I am particularly interested in. For fun, I like to take my new puppy, Ruby, out and about town. She is an 8 month old pittie.
My Topic and Purpose
Having developed curriculum at the college level for the past 15 years, I have come to realize the importance assessment can have in developing good curriculum. In the most basic terms assessment is the practice of determining what students should know and be able to do at the end of a lesson, course or program and then making sure they can do it. It can also highlight areas where the desired learning is not happening so that improvements can be made to the instruction. Unfortunately, many faculty do not see assessment in this way. They see it as a compliance “thing”, that is, as something they have to do to maintain accreditation. Because of this common misconception, assessment is often inadequately done or not done at all. The purpose of this lesson is to show faculty the benefits of assessment that is designed to improve curriculum and provide them with a roadmap for how to do it.
Scope of Learning Outcomes and Content
For college faculty, this course will provide instruction on how formative and summative assessment can help faculty improve their curriculum. It will also provide detail on how to develop an assessment plan. The main lessons are as follows:
- Why Assessment is good for building curriculum
- Using Formative and Summative Assessments
- How to write effective student learning outcomes
- Creating an Assessment Plan
Needs Assessment
(MOD 5) Report findings from your needs analysis to clarify the gap of knowledge/skills that exists related to your mini-course topic. See the chapter of Shambaugh & Magliaro (1997) Needs Assessment provided in Mod 5. You may use a literature review or/and survey to inform your analysis of the current reality, the "ideal," and the gap in between.
You may use the following subheadings to organize your report in this section (feel free to adjust as you need).
- The educational problem or opportunity
- The learners/participants involved (be brief here; more detailed analysis to be added in the following section)
- Analysis of gaps in term of know vs. need to know (reality vs. ideal)
- Existing efforts to address this gap
- Intent statement: how will this mini-course help your participants address their needs?
Analysis of the Learner and Context
(MOD 5) Write here your more detailed analysis of your learner and the context in which they will learn using this mini-course. Who are the participants (learners)? Prior personal/cultural experiences, knowledge and skills, or interests they have? In what settings will they use this mini-course to learn? How much time will they spend? What resources will they need?
Performance-Based Objectives
(MOD 6) Define course-level target objective (not the learning units yet). The objectives need to describe what the learner will be able to perform/do as the result of learning with this course. Consider the important learning gains and consider how the participants may demonstrate it or use it to do something authentic. Communicate the objectives using clear, performance-based terms, such as:
After completing this mini-course, learners will be able to:
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Task and Content Analysis
(MOD 7-8) For each course-level target objective, consider 1) what the participants need to know in order to achieve this objective (e.g. the prerequisites that enable or support the objective); 2) what specific learning content and activities may address the prerequisites and target objectives. Then consider how the learning contents and activities will be organized into a process of learning through several learning units (e.g. 3-5). See example Task Analysis).
Curriculum Map
(MOD 7-8) Upload a visual map to show the sequence of learning units, each with its own objectives and activities. The units should work coherently to support the achievement of the ultimate objectives of the whole mini-course. Use this map to guide the creation of the actual learning units while adapting it when needed. The key idea is to fine-tune the objective-content/process-assessment alignment.
- Insert image: In the Edit tab, click Insert, select Images and Media, search or upload an image, set options under Advanced tab as needed
References and Resources
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