Talk:An Introduction to Using Social Networking Sites in Education

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Review by evaluation criteria -- elizabeth 11:25, 11 May 2008 (EDT)

Caelynn,

I also posted an additional note on your portfolio page.

Thanks for creating a table. I borrowed it to do your review below.

Elizabeth


Evaluation Criteria Comments
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); and communicated using clear, performance-based terms (e.g., Gagne, p. 134) Learning outcomes for the course are stated clearly and follow a logical progression of learnings that align with the instructional sequence. You might want to state them in each unit also. My experience in designing online courses has been that outcomes for each lesson are beneficial for the students.
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 first unit's learning resources and activities are utilized well to move the learner toward the outcome expected for the unit.
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. After looking at your "Some items to consider ..." in the introduction helped me to understand what you mentioned about my lack of "prerequisites" that Jianwei brought up. The sequencing of the units aligns with the expected outcomes. The sequencing in the first unit could be more specific. It's not always good to assume that the students should do things in the order you present them. Also, It might be good to initiate discussion early on so that students start interacting with each other sooner, at least for the first lesson.
Engagement and interaction (20%): Use effective strategies (e.g., prompts, headings, questions, scenarios, activities) to motivate learners, attract attentions, and promote reflection and interaction. The use of multiple types of learning resources is nicely done in the first unit because tey are more interesting than picking up a textbook. It's good that you have the students examine different social networking sites for comparison. Adding a little direction as to what the student has to do with each activity would be good. For example, if you want to students to examine content and answer questions on the reading assignment, tell them in the reading section to consider some ideas while doing the reading. Or be more specific on what they should look for in the Exploration section. Discussion and reflection are good assessment activities for unit one.
Technical quality (10%): Text and pictures are informative and easy to read. Navigation links are properly designed and highlighted to facilitate easy browsing. I like your top graphic. It's just nice and colorful. All of the links on the home page and in unit one are functioning correctly.
Extended resources (10%): External, useful resources are linked, recommended, and acknowledged. Excellent use of external recourses for reading, web site reviewing and video.


Review of Design Project -- elizabeth 01:05, 25 April 2008 (EDT)

Caelynn,

I think you are off to a great start on your design project on social networking. You are making good use of available web resources and I think the amount of material you are presenting is just right for a short course. Use of discussion and reflection is appropriate for your first unit.

Suggestion: Put a link to the home page of the course on each unit's page so the user can link back.

Elizabeth


Re: Review of Design Project -- Miriamr73 11:07, 26 April 2008 (EDT)

Caelynn,

Below is review of your project based on the criteria Jianwei gave us. Miriam

Miriam’s Review for Caelyn

New comments from Jianwei -- Jz833665 00:17, 14 May 2008 (EDT)

Very well worked out! One thing you may refine: At least for the whole course, if not every unit, you may want to highlight/summarize important take-away messages, e.g., what it is, and guiding principles/questions to keep in mind in using it. Currently, the beginning of your unit 2 is a nice summary of take-aways from unit 1 activities.

Overall: Can this unit help me learn something meaningful and achieve the stated objectives Comments: Great job so far! I’m looking forward to reading the final project. At my job we are currently doing research on how teens use social networks—so this topic is of interest to me.
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, reflections).

Comments: I didn't see a link to your portfolio page, so I’m not sure if you had a design plan that included a curriculum map, a needs assessment, a learner’s analysis, etc.
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); and communicated using clear, performance-based terms (e.g., Gagne, p. 134);

Comments: The outcome are clearly identified and relate to the topic.
Content-goal consistency (10%): The content and learning experience afforded by the course can help learners achieve the identified learning outcomes, sufficient and necessary. Comments: In the first unit you introduce what is going to be learned and you provide reading materials and visuals—which is helpful.
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. Comments: Prerequisites are not stated.
Engagement and interaction (20%): Use effective strategies (e.g., prompts, headings, questions, scenarios, activities) to motivate learners, attract attentions, and promote reflection and interaction. Comments: You included a reflection component which is a great idea and something that I will add to my design. The learners are also given an opportunity to provide feedback.
Technical quality (10%): Text and pictures are informative and easy to read. Navigation links are properly designed and highlighted to facilitate easy browsing. Comments: Perhaps including a link at the bottom of each unit that would take the learner back to the main page after they have completed a task and including a link to move to the next unit. The links you provided in the design all function well.
Extended resources (10%): External, useful resources are linked, recommended, and acknowledged. Comments: You have extensive resources, which is great.