Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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Example of a Course Planning Worksheet Course Planning Worksheet Instructor(s): Christopher Smith Course: Technologies for Information Services Course Goal(s): Students should acquire a knowledge and appreciation of computer hardware, software, and information systems for the provision of information services. Learning Objectives Activities (practice and feedback) Assessments Discuss the fundamental issues related to the use of Information Technology, including their ethical dimensions, the requirements of dealing with rapid technological change, and the necessity for their application to newly emerging contexts. • Discuss a specific issue, using relation concepts and examples consistent with the course readings and lectures to support responses. • Explain the focus of the Information Technology profession on the user’s needs, as compared to the Computer Science and Business perspectives. • Discuss the implications of technological convergence of computing and telecommunications. Post to whole and/or work group threaded discussion in response to posted questions. Students will receive feedback to their postings from the instructor and other students. Participation expected for every week’s discussion; participation points awarded for responding and log-ins. Your Own Course Planning Worksheet This electronic, expandable Course Planning Worksheet (85 KB) will help you better align course objectives with your instruction and to plan assessments related to what your students should learn. Section: Course Planning – Content 17 Chapter 2: Determining Learning Objectives
Resources and Related Chapters Resources • Andrews, J. (1982). Teaching assistants: A handbook of teaching ideas. San Diego, CA: University of California, San Diego, TA Development Program. Related Chapters • Chapter 3: Creating a Syllabus outlines the many uses of a syllabus, including assistance in determining the learning objectives. • Chapter 8: Using Active Learning in the Classroom discusses methods of active learning that may be chosen to align with learning objectives. • Chapter 9: Instructional Media: Chalkboards to Video provides guidance on how to choose media. • Chapter 14: Improving Your Teaching with Feedback and Chapter 12: Testing and Assessment Issues provide guidance on how to develop assessment of learning. Section: Course Planning – Content 18 Chapter 2: Determining Learning Objectives
Page 2 and 3: INSTRUCTION @ FSU: A Guide to Teach
Page 4 and 5: I. Course Planning -- Content Chapt
Page 6 and 7: about what skills you expect a stud
Page 8 and 9: • For a list of more active learn
Page 10 and 11: Chapter 2 — Determining Learning
Page 12 and 13: Related table queries Adding tables
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Page 22 and 23: • Influences student attitudes an
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Page 26 and 27: ADA Policy: [Suggested language fro
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Page 38 and 39: Policy for missed tests: All studen
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Page 44 and 45: upon the last digit of their FSU ID
Page 46 and 47: In summary, learning is a complex p
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different things. Communication is
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students time to think and catch up
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Lecture Skills Observation Sheet Ne
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Chapter 8 — Using Active Learning
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New research shows that faculty who
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The guiding principle can be applie
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Note: Even when provided explicit i
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The Activities • Films o Films, a
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• Assessment of group work can be
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Role Playing, Drama, and Simulation
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material outside of class. (Michael
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❒ Use groups to debate the sides
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• Allow sufficient wait time. Wai
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• Postpone the student who attack
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o o o How does this relate to theor
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Collaborative Learning Collaborativ
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• Finch, B. J. (1993, May). A mod
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Using Discussion • Barnes-McConne
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• Luquet, W., & Wetcher-Hendricks
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Chapter 9 — Instructional Media:
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Media can be used to support one or
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information being cut off the sides
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who may forget theirs, but create a
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change. • Effective instructors t
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See Chapter 10 -- Using Course Webs
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classrooms”), as well as via inte
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infrastructure can be built - and a
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o o o view or print - course syllab
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web-supported or online classes are
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Part 2: Read, Reply, and Respond Co
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termed as a distance-learning cours
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o o o proposed online program to th
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Learning How to Use Course Websites
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• Learning Resources -- Provides
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Chapter 11 — Teaching Contexts El
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and a sense of spontaneity, anticip
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• Give groups a sense of how much
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attention of an entire class. Sugg
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objectives. Each day begin the clas
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lecture or completing online assign
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for students to take the lab withou
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nothing more frustrating than repea
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laboratory section to the overall c
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• Interact with students. Take an
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IV. Student Assessment Chapter 12 -
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Table 1 -- Comparison of Limited-Ch
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choice items can be minimized in se
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content than most other item types
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Cities of the World Quiz Directions
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• Avoid providing grammatical clu
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Disadvantages -- While we may see a
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the final course grade (thus minimi
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helpful Look for problems that aris
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Table 2 illustrates item analysis f
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• Treat students as individuals.
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Essays expose student-reasoning pro
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several projects. In most cases, it
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• When responding, save yourself
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• Peer Evaluations: The idea behi
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would do something. Simulations can
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• Nitko, A. J. (1983). Item analy
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Philosophy 1 -- Grades are indicato
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employees, and even the student’s
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B (85 pts) C (75 pts) D (65 pts) F
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Evaluating Performance Performance
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you expect a lot, then ask for a lo
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Psychology 101 for five years in a
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on a complicated journey without lo
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Checklist for Designing Writing Ass
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Sample Explanations of Grades Given
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Analytic and Holistic Scoring on Wr
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Holistic Scoring Writing experts ha
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Suggestions -- When Grading Writing
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Research (40 points) A • Makes us
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Resources on Student Assessment Ref
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V. Course Evaluation and Revision C
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o o clearly presented and changes d
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• President and Provost have onli
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summative evaluations for personnel
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Self- Reflection Peer Review Videot
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VI. Campus and Community Resources
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testing, and permission to audiotap
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various units offer an array of pro
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Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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