Instructor comments on your instructional analysis and objectives
Your design project will address an important topic focusing on how to creative classroom environments to accommodate and support the need of students with autism. You've had a nice start! A few suggestions:
- Your course level outcomes mention "learners will have a better understanding of how to prepare and incorporate new technology..." But this focus on technology has not been reflected in your needs assessment and learning objectives.
- Your target learner/participant should be more about general classroom teachers than specialists, based on my understanding of your focus on creating supportive classroom environment. Your current statement does not seem consistent with this focus: "This course will be focusing on an educational population of educators or any professional field (ex. OT, PT, Speech Therapy) that is based within a “classroom” or “office” setting that is used for children with Autism."
- Your needs assessment can be more specific about what teachers typically know and need about this topic.
- Your performance objectives need to be refined based on what we are reading this week about performance objectives. For example, the objectives need to describe what the participant will be able to do/perform after taking this course (e.g. explain, apply, design...), not what they will do in/during this course( e.g. they will "learn"...)
Please define your course-level performance objectives and then conduct task analysis of these objectives to generate a curriculum map.
instructor comment on your task analysis -- Jianwei Zhang (talk) 15:37, 12 November 2014 (EST)
I read your task analysis that generated a list of sections/lessons for this mini-course. A few issues for you to address:
1. Your need to define your course level/target objectives as well as unit level objectives using more specific performance-based terms. Here're two examples: Learners will briefly cover the definition of Autism, YOU MAY change it to: will be able to describe the characteristics of students with autism. Learners will learn the importance of incorporating sensory diets for students with Autism: "learn" describe the process instead of outcome/objective. You may say: "will be able to justify..."
2. You planned out 6 units, which will be too much work. Think about how you will narrow down a bit. Your first unit may not be so necessary. Maybe you can assume that the participants have prior experience/knowledge about the components of a classroom environment.
3. Re. uploading your map: have you seen this tutorial: how to add a picture: https://www.screenr.com/iI0N If you still have problem, email your map to me.