A course from a rubric

Using the rubric as a guide, I could implement the following into my course design:

1. Learner support and resources: Since students enter these courses with different backgrounds, a glossary or wiki feature could handle the large amounts of random information necessary for learners to understand how the course works. These learning tools could be used between classes. In addition, courses can have their own wikis in the site which tried to include all resources which may benefit students.

2. Online organization and design: Depending on the platform, organization can be confusing to students. An ideal organization is one with a clean feel, which can show the big picture without overwhelming the student. Components would be identified by large icons, and would be the same throughout the course. In addition, during the design of the course, accessibility details would be included.

3. Instructional design & delivery: This is where the true course can shine. The course that I design would include a variety of delivery methods in order to meet the learning needs of the different students. It would include a virtual classroom, which could be set up ahead of time, and is open to students on their time. This virtual classroom would house the videos and slideshows for the week. It would also offer learners a chance to comment on the site, and to have live chat with anyone who is on the site at the same time. Again, the platform would influence the delivery mode as well as the interactivity. My course would include a number of activities including video, print, podcasts, role playing, project creation and more. The wide range of ` activities will raise the confidence of the learners, and give students more chances to succeed.

4. Assessment & evaluation: Assessment and evaluation would be ongoing. Lessons would be created with built in assessments and comments. In problem solving activities, the learning outcome would be the product of the activity. Weekly forums would be a way to see how students are following the content, and e-mails will be used to target students who appear to be struggling. Students will be encouraged to help each other using forum or FAQs.

5. Innovative teaching with technology: A course which addresses the various learning methods would qualify as innovative, as would the generous use of Web 2.0 tools to enhance collaboration and communication. Some of the possible tools which could be used include: Wikis, Glossaries, Social networking, Twitter (for course updates), YouTube (each student would have their own site) and podcasts. Students will be encouraged to create materials, and are guided through the process if they are interested.

6. Faculty use of student feedback: Course will include a way for students to e-mail the instructor directly for help and comments. It would also feature an end of the semester survey which would highlight what the students liked and disliked about the course.