Talk:UNIT 1: Leading Students and Being The Leader in the Classroom

Peer review. -- AWCummings (talk) 12:19, 1 May 2016 (EDT)

Hey Heidi, some of these comments are from last week. You've certainly done some work since then, so some of it may not apply, or just seem strange in this context. Still, I went with the rubric, and went off of that:

Your design portfolio page (20%)

Your portfolio page reports all the required instructional analysis work (i.e., selecting topic, defining learning outcomes, learner analysis, etc) and design plans (e.g., your major design rationale for using certain learning methods and media, instructional sequencing, instructional curriculum maps, references).

Hey, Heidi, looking over your course so far, I can see where things are headed and that really only minor notes on structure are needed here, and even still, it’s probably things you’re already aware of. Stuff like: you have an analysis of the learners in context, but it’s not in that section—still, the information is there—short of the goals. The goals, like a lot of other things in these courses we are developing, will get a lot clearer as we really get into content give it some shape and go back to the beginning with really solid goals. The course objectives and goals are really similar concepts, so, once again: you provide that information.

The curriculum map, I think belongs in the course itself. It conveys a lot of information about the subject, but not particularly about the curriculum. Still, you can really structure your course around that image, which I think will be a good structure to start with.

I see a lot of us in similar positions where we have to really start getting the course info put in in order to address some of those other dimensions (like the curriculum map, and even some goals.

Your mini-course (or case study report) (80%)

Learning outcomes (10%): Expected learning outcomes have been properly identified for the course focusing on “big ideas” related to the selected topic (i.e., ideas that can transform teachers’ understanding of and approaches to learning - consider the reading in week 4/5 about deep understanding and learning types); and communicated using clear, performance-based terms;

Learning Outcomes and Objectives are clearly stated. Iconic repetition is effective. I personally like the set up to get into the course. Outcomes very clear.

Content-goal consistency (10%): The content and learning experience afforded by the course can help learners achieve the identified learning outcomes, sufficient and necessary.

The task analysis matches up with the desired learning outcomes, or at least these tasks will allow you to get there. Very clear.

Instructional sequencing (20%): Specific learning objectives have been sequenced in a way that can facilitate the learning of the content, addressing prerequisites before proceeding to major concepts, highlighting connections.

The sequencing is intuitive, goals clear, and we are being guided through the course systematically. Links are all working and the activities/information is applicable.

Engagement and interaction (20%): Use effective strategies (e.g., prompts, headings, questions, scenarios, activities) to motivate learners, attract attentions, and promote reflection and interaction.

Maybe a bit more of guided synthesis on the part of the instructor here, but otherwise, the tools are provided to the students and they should certainly be able to form their own interpretation of the lesson.

Technical quality (10%): Text and pictures are informative and easy to read. Navigation links are properly designed and highlighted to facilitate easy browsing.

Extended resources (10%): External, useful resources are linked, recommended, and acknowledged.

I’ll address both aspects. I think the technical quality is excellent, the image selection and structure is both attention drawing and facilitate the information incredibly well. The extended resources are well selected, but I think a bit more of instruction surrounding the media selections might help the flow and effectiveness of the design.

In summary: it’s an excellent topic, one that is sometimes difficult to pin down and give real, tangible descriptions of, so you address that with both providing a variety of leadership theories, making the subject tangible, but also with anecdotal teaching, a humanist approach. As far as style and form, you’re doing great, I have nothing more to offer there. As for content, you could use more, but that in itself will be true for every single mini-course here—We can all always use more content, so in actual summation, it looks great, a few more passes at it, fine tuning, touch ups. All in all, looks great!

Adam