Assignment Overview · 2018-08-03 · DLTI Assignment 1 – WebCT Introduction 4 Completing the Assignment Note: It is strongly recommended that you compose your posting for assignments

DLTI Assignment 1 – WebCT Introduction 1

Assignment Overview This page provides a brief overview of the assignments for this course. Details on each assignment are included in WebCT.

Description Points Due Assignment 1 WebCT Introduction and Discussion Posting

Post your intro and a reply to one of the discussion questions.

5

Assignment 2 Collaboration on Netiquette Rules Examine the web resources on Netiquette, then collaborate with your small group to develop your own set of rules. Post these rules to the class.

10

Assignment 3 WebCT Discussion on DL Technology 5

Assignment 4 WebCT Discussion on DL Design 5

Assignment 5 Assessment and Feedback using Videotape 30

Part A WebCT Discussion Reflect on the 10-step process and self-assessment and feedback. Each discussion is worth five (5) points.

10

Part B Assessment and Feedback using Videotape Analyze a videotape segment using Dr. Marty Taylor’s work as a guideline.

20

Assignment 6 Collaborative Assignment 35

Part A Research a topic of choice and prepare to lead a discussion group Collaborate with a small group to research a topic and prepare to lead a discussion group.

10

Part B Facilitate an online discussion Lead the online discussion regarding the results of your collaborative assignment. Prepare discussion questions ahead of time, introduce yourselves in the discussion and respond to student postings.

15

Part C Participate in Student led discussions 5 Part D Group Self-Assessment

Complete a questionnaire on the group process 5

Assignment 7 Action Plan How will you continue to develop your skills as a distance learning facilitator? Submit a plan for your hands-on application (Option A, B).

10


Important: Be sure you follow the guidelines in your Student Handbook throughout the course for each assignment.

• Guidelines For Use Of Technology • Security of the Online Environment • Guidelines For WebCT Discussions • Guidelines For Written Assignments


Assignment 1 – WebCT Introduction

Participate in WebCT discussions

Description

Goal: The goal of this assignment is twofold. The first goal is to verify that you can compose a new message and reply to an existing message in a WebCT discussion. Since most of the communication and discussion in your courses will be accomplished using the WebCT discussions, the ability to post and reply to discussion messages is required for success in the program. The second goal is to get to know you and for you to get to know each other.

Objectives: • To use the WebCT discussion group to post your introduction • To use the WebCT discussion group to reply to a discussion

question • To follow the “Guidelines for Discussion Groups” from the

Student Handbook • To share your introduction and learn about others in your

section

Approaching the Assignment To prepare for this assignment, you need to: • Complete all the activities up to this point. • Read or review the sections in the WebCT User Guide

covering discussion groups. • Review the section in the Student Handbook on “Guidelines

for Discussion Groups.” Look at what you will be asked to post and compose an articulate response. Think about it before you get online so that when you are ready to post, you know what you want to say.


Completing the Assignment Note: It is strongly recommended that you compose your posting for assignments off-line in MS Word and save them in a document. This will ensure recovery in case of a technical problem on your computer, WebCT or the Internet. You can copy and paste your text into the discussion posting in WebCT when you are ready. This assignment has two distinct parts as described below. WebCT Introduction In order to complete this part of the assignment you should: • Post an introduction in the discussion group named

Assignment 1 Introductions. A key part of the discussion groups is posting to the correct discussion. You will not be given credit for responses posted in the wrong discussion group.

• Include the following information in your introduction: o Your name o Where you live o Where you work o Why you chose interpreter or ASL education as a

profession o A “personal” tidbit (hobby, family, etc.)

Response to Questions In order to complete this part of the assignment you should: • Post a “reply” in the discussion group named Assignment 1

Questions. Within this group there will be four initial postings, one with each of the following questions. Reply to one of these questions with your thoughts on the topic. This should develop some nicely organized threads. Question 1: If you have recently attended some training seminars, courses or presentations, indicate if the training experience was good or bad, and why. These can be face-to-face or distance delivered courses. Question 2: What do you think your biggest challenge would be as an online facilitator? Question 3: Why are you interested in doing this distance-


learning program? Do you see any drawbacks? Question 4: What challenges do you see in implementing distance-learning technologies for interpreter education or ASL instruction?

Grading This assignment will be graded using the Assignment 1 rubric. Notes about grading for this course: Each assignment in a course carries a specific point value. The total for all assignments in the class will add up to 100. Grading for all assignments will be done using “rubrics” as guidelines. A rubric usually contains details on what is expected for an A, B, C or D quality assignment. These rubrics can help you focus on what is expected of you for the assignment.


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Ass

ignm

ent

1 Ru

bric

: Int

rodu

ctio

n an

d Re

spon

se t

o Q

uest

ion

This

par

t of t

he a

ssig

nmen

t will

be

grad

ed a

s fo

llow

s:

CA

TE

GO

RY

C

ompl

eted

(ful

l poi

nts)

N

ot C

ompl

eted

(no

poin

ts)

Timelines

s

Req

uire

d po

stin

gs a

re m

ade

by th

e du

e da

te.

Late

ass

ignm

ents

will

lose

one

gra

de le

vel.

Intr

oduc

tion

2.

5 po

ints

Pos

ted

in c

orre

ct d

iscu

ssio

n gr

oup

(Ass

ignm

ent 1

– In

trodu

ctio

n) a

nd

incl

udes

info

rmat

ion

requ

ired

in th

e as

sign

men

t.

Not

pos

ted.

Que

stion

Reply

2.5

points

Pos

ted

as a

RE

PLY

to a

que

stio

n in

th

e A

ssig

nmen

t 1 –

Que

stio

ns

disc

ussi

on g

roup

and

resp

onds

dire

ctly

to

the

ques

tion.

Not

pos

ted.

Not

e: (I

f you

do

not p

ost i

n th

e co

rrec

t gro

up o

r do

not

pos

t cor

rect

ly, y

our

SF w

ill n

otify

you

and

giv

e yo

u a

chan

ce to

rep

ost.)

Th

e pu

rpos

e of

this

act

ivity

is le

arni

ng to

pos

t cor

rect

ly s

o th

e Se

ctio

n Fa

cilit

ator

s w

ill p

rovi

de fe

edba

ck o

n th

is p

roce

ss if

nec

essa

ry.

Futu

re p

ostin

gs w

ill lo

se p

oint

s if

they

are

not

pos

ted

corr

ectly

.

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DLTI Assignment 2 – Netiquette 9

Assignment 2 – Netiquette

Collaborative project to develop “Internet Etiquette” rules for your cohort group

Description Goal: The goal of this assignment is to develop your own rules or guidelines for Internet manners. Objectives:

• To use the WebCT discussion to collaborate on a project. • To develop “internet manners” for your cohort group.

Approaching the Assignment This assignment is important because it introduces you to the idea of collaborating with your colleagues in class via the Web. As you progress through your coursework, you will have other projects that require collaboration. These collaborative projects can take multiple forms (discussed in Lesson 4 of this course). Secondly, the assignment is important because of the product that you will be producing. As a DO IT Center student, you will be communicating with colleagues via the Web. You will be working on projects together, sharing thoughts and ideas. Sometimes you will agree; sometimes you will disagree. It is extremely important that you all follow some basic rules of etiquette to avoid hurt feelings and misunderstandings, and to make the best use of the discussion groups and emails. A new term has been coined for Internet etiquette – “netiquette”. Rather than the DO IT Center publishing what the rules will be, you now have a chance to develop your own rules by working together. It is important that you approach this assignment with an open mind. Some of you may not have a lot of experience collaborating with others to accomplish a task. Others may not be comfortable with communicating in writing and would prefer to do this face-to-face. This assignment will introduce you to the process of collaborating online, when you can’t be face-to-face!


Completing the Assignment In order to provide you with more practice on using the discussion groups and to give you a first taste of “collaborating on the Web”, you will need to collaborate with a small group to develop a set of netiquette rules for this class. In order to do this you need to: • Look for a posting in your Homeroom for who will be working

together in groups. • Touch base with your group to decide how you are going to

approach the assignment. • Read the resources listed under “Netiquette” on the Resource

page. • Research and find at least one additional resource on

netiquette that you like. • Work with your group to consolidate/rephrase/rewrite the

Netiquette rules and decide on five rules that you think are the most important.

• Your rules can include: o General guidelines or etiquette

These outline general guidelines for behavior, politeness, and respect when communicating online.

o Mechanics These outline the use of mechanics including capitalization, punctuation, abbreviations, and emoticons (smiley faces made with punctuation symbols).

• Post your set of five (5) rules in the Assignment 2 discussion. o Include your section, group number and the names of the

group members at the start of the posting. o Include a reference to the additional resource you found

and used. • A member of the Instructional Team will compile the rules

and propose a Netiquette list that can be discussed and amended by the class.

Grading This assignment will be graded using the Assignment 2 rubric.


Instructional Insights The following structure provides a classic model for completing collaborative assignments and is offered here to help you get started with this assignment. Getting started:

• Netiquette Scenario You are about to embark on a distance-learning journey that will require you to use the Internet to communicate with your facilitators and peers. It is extremely important that you all understand the “rules” and use the same “netiquette” as you communicate to avoid misunderstanding and to maximize your communication.

• Getting Organized The easiest way to get organized is to start as an individual and then work with your group. Make a list of what you think are the most important items to cover relating to your assigned topic. List several “rules” or opinions you have about the topic.

• Gathering Information First, do some research and thinking on your own as an individual. Go to the websites listed under “Netiquette” in the resources for this lesson. You can also use a search engine to find websites that discuss Internet or email etiquette. You might also see if your place of employment has any policy on email etiquette. You can gather the information in a variety of places. Take a look at the Student Handbook for any guidelines already published by the program. Once you have your thoughts together, you are ready to get with your group and share what you have found. Everyone will bring ideas to the table. You will be placed in small groups for this assignment and there will be a discussion group set up for each small group within your section, making it easy for you to share your ideas.


Instructional Insights (continued)

• Analyzing Information Now is the time to consolidate and brainstorm. After your group has shared ideas using the appropriate WebCT discussion, you will need to consolidate and refine the ideas. Hopefully someone in your group will volunteer to make a consolidated list (you can often do this by cutting and pasting). After you have read each other’s ideas, you also need to brainstorm for new ideas because each of you will think of new things after you have been exposed to everyone’s thinking.

• Presenting Your Decision Finally, each group will present their “Netiquette” rules to the whole group by posting it in the Assignment 2 discussion group. Again, it would be nice to have someone in your group volunteer for this. There should only be one posting for each small group. Once each group’s list has been posted, a member of the instructional team will consolidate all the lists and publish a draft of the “Internet Netiquette.” You will have the opportunity to comment and provide feedback and revisions will be made accordingly.

When this is complete, you will have developed your own “Netiquette” which will be the rules or guidelines to be followed by your group for the rest of your course(s). If new topics come up, the rules can be updated. As you will discover in Lesson 4, collaborative projects can take multiple forms. This is a simple format where you start as an individual, share thoughts with a group, and expand outward. Other projects may require you to organize into different roles where each person performs a different task or completes a different part of the project. In addition, collaborative projects often require that you evaluate yourselves and your process.

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Ass

ignm

ent

2: R

ubri

c fo

r Co

llabo

rati

ve A

ssig

nmen

t on

Net

ique

tte

CA

TE

GO

RY

E

xcel

lent

(A)

10-9

.1 p

oint

s G

ood

(B)

9-8.

1 po

ints

Sa

tisf

acto

ry (C

) 8-

7.1

poin

ts

Nee

ds I

mpr

ovem

ent

(D) 7

-6.1

poi

nts

Tim

elin

ess/

Form

at

(1 p

oint

) Th

e fo

llow

ing

crite

ria a

re u

sed

to g

rade

tim

elin

ess

and

form

at.

Tim

elin

ess

Req

uire

d po

stin

gs a

re m

ade

by th

e du

e da

te.

Late

ass

ignm

ents

will

lose

one

gra

de le

vel.

Form

at F

inal

pos

ting

is in

cor

rect

dis

cuss

ion

grou

p an

d in

clud

es n

ames

of a

ll gr

oup

mem

bers

. N

ot d

one

corr

ectly

.

Lang

uage

/Org

. (2

poi

nts)

Th

e fo

llow

ing

crite

ria a

re u

sed

to g

rade

lang

uage

and

org

aniz

atio

n.

Org

aniz

atio

n (1

pt.)

In

form

atio

n is

ver

y or

gani

zed

usin

g bu

llets

and

su

bhea

ding

s as

app

ropr

iate

.

Th

e in

form

atio

n ap

pear

s to

be

dis

orga

nize

d.

Mec

hani

cs (1

pt.)

N

o gr

amm

atic

al, s

pelli

ng o

r pu

nctu

atio

n er

rors

. A

lmos

t no

gram

mat

ical

, sp

ellin

g or

pun

ctua

tion

erro

rs

A fe

w g

ram

mat

ical

spe

lling

, or

pun

ctua

tion

erro

rs.

Man

y gr

amm

atic

al,

spel

ling,

or p

unct

uatio

n er

rors

.

Net

ique

tte R

ules

(7)

Gra

ding

of t

he ru

les

is b

ased

on

the

follo

win

g cr

iteria

:

Am

ount

of I

nfo

(1 p

t.)

Five

rule

s ar

e po

sted

. Fi

ve ru

les

are

post

ed.

Less

than

five

rule

s ar

e po

sted

(or i

t is

hard

to te

ll th

e nu

mbe

r of r

ules

due

to

lack

of o

rgan

izat

ion.

)

Qua

lity

of

Info

rmat

ion

(5

pts

.)

The

rule

s su

bmitt

ed p

rovi

de

an e

xcel

lent

foun

datio

n fo

r ne

tique

tte.

The

appr

oach

to

the

prob

lem

is c

lear

ly s

tate

d al

ong

with

the

ratio

nale

for

pick

ing

thes

e ru

les.

The

rule

s su

bmitt

ed p

rovi

de

appr

opria

te n

etiq

uette

gu

idel

ines

, but

the

them

e or

ra

tiona

le fo

r sel

ectin

g th

ese

spec

ific

rule

s is

not

cle

arly

di

scus

sed.

The

rule

s su

bmitt

ed a

re

netiq

uette

rule

s, b

ut th

ere

is

no ra

tiona

le o

r evi

denc

e of

th

ough

tful d

elib

erat

ion

of

whi

ch ru

les

to c

hoos

e.

The

rule

s ar

e no

t ap

prop

riate

or r

elev

ant

or a

re ju

st “l

ifted

” fro

m

som

e ot

her s

ourc

e.

Res

ourc

es

(1)

Res

ourc

es fr

om th

e co

urse

ar

e ci

ted

alon

g w

ith a

dditi

onal

re

sour

ces

used

by

the

team

.

Res

ourc

es fr

om c

ours

e ar

e ci

ted.

S

ome

reso

urce

s ar

e ci

ted.

N

o re

sour

ces

are

cite

d.

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DLTI Assignment 3 – WebCT Discussion 15

Assignment 3 – WebCT Discussion


Description Goal: The purpose of this activity is to share insights, reflections and experiences with your peers through the WebCT discussion.

Objectives:

• To share insights and learn from your peers • To reflect on and discuss topics from Lesson 3

Approaching the Assignment To prepare for this assignment, you need to: • Complete all activities up to this point. • Think about the impact that technology has on distance

learning in general. • Reflect on how technology impacts interpreter education. Look at what you will be asked to post and compose an articulate response. Think about it before you get online so that when you are ready to post, you know what you want to say.


Completing the Assignment Post a response to one of the following questions in the WebCT discussion group for Assignment 3: 1. Based on what you have seen so far in this course, and any

experience you have with other online courses, what do you think are the critical characteristics/skills that students need to be successful?

2. Do you think the audience of interpreters who may be attending your future training courses has these characteristics or not? If not, what could you do to help them be successful in an online program?

3. What technologies would be the most effective for your teaching?

4. Give an example of an effective use of technology that you have found on the Web or experienced and explain why you think that technology worked so well in the situation. Post the website if possible.

Grading Grading for this assignment will be done using the Discussion Group Posting Rubric.

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Ass

ignm

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3 &

4: R

ubri

c fo

r D

iscu

ssio

n Gr

oup

Post

ings

C

AT

EG

OR

Y

Exc

elle

nt (A

) G

ood

(B)

Sati

sfac

tory

(C)

Nee

ds I

mpr

ovem

ent

(D)

Tim

elin

ess

Late

pos

tings

will

lose

one

poi

nt e

ach.

Num

ber o

f po

stin

gs

Pref

erre

d nu

mbe

r of p

ostin

gs is

at l

east

one

orig

inal

pos

ting

and

one

resp

onse

to a

fello

w s

tude

nt.

Post

ed C

orre

ctly

P

oste

d in

cor

rect

dis

cuss

ion

and

eith

er s

tarts

a n

ew m

essa

ge o

r res

pond

s to

a

prio

r mes

sage

. N

ot in

cor

rect

gro

up

Leng

th (g

uide

line)

O

ne p

arag

raph

(5-6

sen

tenc

es)

Con

tent

D

irect

ly re

spon

ds to

the

ques

tion

or d

iscu

ssio

n to

pic

and

cont

ains

all

info

rmat

ion

requ

este

d

Res

pond

s to

the

disc

ussi

on

topi

c, m

ay b

e m

issi

ng s

ome

info

rmat

ion

requ

este

d

May

be

slig

htly

off

topi

c D

oes

not r

espo

nd to

the

requ

ired

topi

c

Qua

lity

Mee

ts c

riter

ia o

f “go

od”

post

ing

AN

D c

onta

ins

mul

tiple

reso

urce

s,

exam

ples

or r

efer

ence

s.

Res

pons

e sh

ows

unde

rsta

ndin

g w

ith th

ough

tful,

subs

tant

ive

idea

s co

ncer

ning

th

e to

pic

alon

g w

ith o

ne

exam

ple,

refe

renc

e to

rele

vant

m

ater

ial o

r rea

l-life

.

Res

pons

e de

mon

stra

tes

a ba

sic

unde

rsta

ndin

g an

d so

me

insi

ght

into

the

topi

c.

Doe

s no

t sho

w

unde

rsta

ndin

g, th

ough

t or

insi

ght i

nto

the

topi

c.

Res

pons

e to

an

othe

r pos

ting

Mee

ts c

riter

ia o

f “go

od”

resp

onse

and

incl

udes

an

out

side

reso

urce

, ex

ampl

e, re

fere

nce

to

rele

vant

mat

eria

l or r

eal-

life

Mee

ts c

riter

ia o

f “sa

tisfa

ctor

y”

and

clea

rly in

dica

tes

your

po

sitio

n in

rela

tion

to w

hat

fello

w s

tude

nt(s

) sai

d e.

g.-

agre

eing

, dis

agre

eing

, add

ing

to, m

odify

ing,

ext

endi

ng o

r qu

estio

ning

it.

Is re

spon

sive

to a

t le

ast o

ne fe

llow

st

uden

t in

a pe

rson

aliz

ed,

mea

ning

ful w

ay

Fails

to re

spon

d to

fello

w

stud

ent(s

) or r

espo

nse

is tr

ite,

inan

e, o

r els

e qu

ite s

impl

e an

d ju

st a

per

sona

l rem

ark

not a

sub

stan

tive

repl

y (e

x -

"Goo

d. I

real

ly li

ked

your

co

mm

ent."

)

Mec

hani

cs

No

gram

mat

ical

, sp

ellin

g or

pun

ctua

tion

erro

rs.

Alm

ost n

o gr

amm

atic

al, s

pelli

ng

or p

unct

uatio

n er

rors

A

few

gra

mm

atic

al

spel

ling,

or

punc

tuat

ion

erro

rs.

Man

y gr

amm

atic

al, s

pelli

ng,

or p

unct

uatio

n er

rors

.

Tone

Is

resp

ectfu

l and

pro

fess

iona

l D

oes

not s

how

app

ropr

iate

re

spec

t or p

rofe

ssio

nalis

m.

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Assignment 4 – WebCT Discussion


Description Goal: The purpose of this activity is to share insights, reflections, and experiences with your peers through the WebCT discussion.

Objectives:

• To share insights and learn from your peers. • To reflect on and discuss topics from Lesson 4.

Approaching the Assignment To prepare for this assignment, you need to: • Complete all activities up to this point. • Think about the design elements of distance courses and how

different designs might be appropriate for different audiences.

• Reflect on what type of course design would be appropriate for your audience.

Look at what you will be asked to post and compose an articulate response. Think about it before you get online so that when you are ready to post, you know what you want to say.


Completing the Assignment The following questions will be posted in the discussion for this assignment. You may respond to any of these questions or post a question of your own. You may also post any sample courses that you would like people to look at in the "SAMPLES” discussion thread. 1. How do you think the audience characteristics affect the

design of the course? If you make general comments, please give examples from the specific courses you viewed.

2. What are appropriate uses of media in courses and what are the limitations that you see?

3. What is your opinion about a very structured course (like the EICP sample) where students are taking the course at the same time, versus a course that is totally self-paced? What are the variations that exist in this continuum and how might different combinations/structure be used?

4. How difficult or easy was it for you to look at different courses and find your way around?

5. Pick a technique/idea from one of the courses and explain how you might use it in a course or training session online.

Grading Grading for this assignment will be done using the Discussion Group Posting Rubric (see Assignment 3).

DLTI Assignment 5 – Videotape Analysis 21

Assignment 5 – Videotape Analysis

Videotape Analysis

Assignment Description Goal: The goal of this assignment is to provide practice in analyzing a signed message using the work of Taylor and articulating your observations to your online peers. Objectives: Part A – WebCT Discussion • To reflect on and process your learning about the 10-step

process and Marty Taylor’s work in discussions with your peers.

Part B – Videotape Analysis • To apply the 10-step discourse analysis process in analyzing

a text that will be signed by a student for your review. • To analyze a student's interpretation of a text in relationship

to the features addressed in Taylor's text, Interpretation Skills: English to ASL.

• To practice and apply strategies for providing feedback to ASL students and interpreters on their signing and/or interpreting process.

Approaching the Assignment Part A: After reading the lesson content about the 10-step process and self-assessment and feedback, reflect on these topics and respond to one of the discussion questions in the Assignment 5A discussion. Part B: As you approach this part of the assignment, read the English version of the text entitled "American Goals" and reflect on the 10-step discourse analysis process. Consider how you would complete each step in the process. Engage in a discussion with your online peers in response to the following questions:


• What are the main ideas you isolated in your map? • What is the abstraction you created for this text? • What are the salient linguistic features you feel need to be

present in the ASL translation of this text and why? • What step in the process was most challenging for you and

why? • What step do you feel will be most challenging for students

and why? After you complete the 10-step discourse analysis process, view the tape of the female student signing the text "American Goals." Utilizing Taylor's work, jot down your observations about the student’s performance in each of the first six categories in the blue text entitled Interpretation Skills: English to American Sign Language. Jot down your observations about the student's performance related to fingerspelling, numbers, vocabulary (lexicon), classifiers, structuring space, and grammar. Identify those behaviors that are effective and those that are less than effective. View the student's work as many times as you feel is necessary in order to generate a sufficient list of observations. Now, isolate the observations that relate to errors that occurred in the student's work, and relate the errors to specific examples of error types from Taylor's work. For example: Major Feature: Numbers (Taylor, 1993, p. 23) 11. DEF: Numbers are precise elements of information. There is often a lack of context in which to remember the information. Therefore, often numbers can be either incorrect or deleted. Skill #11 addresses the accuracy of the number only. Observed Behavior: The signer produced the numbers 37 for the number 376 indicated in the source text. Associated Error Type: 11.B. Numbers are deleted. Proposed Correction: This behavior could be corrected by adding the deleted number after the formation of the 7. The interpreter appears challenged in accurately conveying numbers (particularly a group of numbers) and would benefit from practicing with the ASL Numbers series from Sign Media to enhance overall fluency. You should strive to identify at least one error for each of the first six Major Features.


NOTE: You do not need to address the features of Interpreting or Composure and Appearance for this assignment. The last step in this assignment is to translate your observations into a written feedback report that is between 1,000-1,500 words in length and incorporates principles of effective feedback. The written feedback report should be directed to the student on the videotape and focus on a balanced discussion of what she did that was effective and what she did that needs to be improved.

Completing the Assignment Successful completion of this assignment requires that you: Part A: Participate in the online discussion regarding the 10-step process and self-assessment and feedback. Part B: 1. Prepare a 1,000-1,500 word written summary of feedback to

the student that covers these areas: Quality of translation in terms of: • Effective incorporation of Major Features defined by

Taylor during the translation • Patterns of errors that emerged and can be related

directly to Taylor's work (provide at least one example for each of the first six Major Features from Taylor's 'Blue' book-Interpretation Skills: English to ASL)

• Inclusion of all main ideas and supporting detail • Clarity and production • Equivalency of meaning to the original source language

(SL) text 2. Submit your written report to the Assignment 5 drop box by

the assigned due date listed in your roadmap.

Grading Grading for Part A will be done using the Discussion Group Rubric. Grading for Part B will be done using the following Rubric.


DLT

I A

ssig

nmen

t 5

– Vi

deot

ape

Ana

lysi

s 25

Ass

ignm

ent

5B R

ubri

c (2

0 po

ints

pos

sibl

e)

CA

TE

GO

RY

E

xcel

lent

(A=2

0-18

.1 p

oint

s)

Goo

d (B

=18-

16.1

po

ints

) Sa

tisf

acto

ry (C

=16-

14

.1 p

oint

s)

Nee

ds

Impr

ovem

ent (

D=

14-1

2 po

ints

)

Tim

elin

ess

Ass

ignm

ent w

as p

ostm

arke

d by

the

requ

ired

date

. Lo

ses

one

poin

t per

day

late

.

.

Dis

cuss

ion

P

artic

ipat

ed in

onl

ine

disc

ussi

on (1

poi

nt c

an b

e de

duct

ed fo

r non

-par

ticip

atio

n)

Did

not

par

ticip

ate.

Qua

lity

of F

eedb

ack

to S

tude

nt

Effe

ctiv

e in

corp

orat

ion

of

Maj

or F

eatu

res

from

Tay

lor

addr

esse

d (8

poi

nts)

The

feed

back

to th

e st

uden

t ad

dres

ses

all o

f the

Maj

or F

eatu

res

and

prov

ides

at l

east

one

(1)

spec

ific

exam

ple

for e

ach

feat

ure

addr

esse

d.

Mos

t of t

he M

ajor

Fe

atur

es a

re a

ddre

ssed

in

the

anal

ysis

with

at

leas

t one

(1) e

xam

ple

of

each

feat

ure.

Mos

t of t

he M

ajor

Fea

ture

s ar

e ad

dres

sed

in th

e an

alys

is b

ut a

few

of t

he

feat

ures

are

mis

sing

ex

ampl

es.

Sev

eral

of t

he M

ajor

Fe

atur

es a

re n

ot

addr

esse

d A

ND

sev

eral

of

the

Maj

or F

eatu

res

addr

esse

d ar

e m

issi

ng

exam

ples

.

Pat

tern

s of

err

ors

addr

esse

d (5

poi

nts)

Feed

back

incl

udes

at l

east

thre

e pa

ttern

s of

err

ors

that

em

erge

d an

d ca

n be

rela

ted

dire

ctly

to

Tayl

or's

wor

k an

d pr

ovid

es a

t lea

st

two

exam

ples

to s

uppo

rt ea

ch

patte

rn.

Two

patte

rns

of e

rror

s ar

e id

entif

ied

and

rela

ted

to th

e ap

prop

riate

Maj

or

Feat

ures

and

are

ad

dres

sed

with

at l

east

tw

o ex

ampl

es.

One

pat

tern

of e

rror

is

iden

tifie

d an

d re

late

d to

the

appr

opria

te M

ajor

Fea

ture

an

d is

sup

porte

d w

ith a

t le

ast t

wo

exam

ples

.

One

pat

tern

of e

rror

is

iden

tifie

d bu

t not

cle

arly

re

late

d to

the

appr

opria

te M

ajor

Fe

atur

e A

ND

an

insu

ffici

ent n

umbe

r of

exam

ples

are

pro

vide

d.

Incl

usio

n of

all

mai

n id

eas

and

supp

ortin

g de

tail

(3

poi

nts)

Spe

cific

feed

back

is p

rovi

ded

to

the

stud

ent r

egar

ding

thei

r in

clus

ion

of a

ll m

ain

idea

s an

d su

ppor

ting

deta

il fro

m th

e S

L te

xt.

Idea

s an

d de

tails

that

the

stud

ent

mis

sed

are

item

ized

with

co

nstru

ctiv

e fe

edba

ck/s

ugge

stio

ns

Spe

cific

feed

back

re

gard

ing

mos

t of t

he

maj

or id

eas

and

deta

ils

is in

clud

ed w

ith

cons

truct

ive

feed

back

/sug

gest

ions

for

impr

ovem

ent.

Feed

back

is in

clud

ed, b

ut is

m

issi

ng s

ome

deta

il or

co

nstru

ctiv

e fe

edba

ck/s

ugge

stio

ns fo

r im

prov

emen

t.

Feed

back

is m

issi

ng o

r no

n-sp

ecifi

c.

DLT

I A

ssig

nmen

t 5

– Vi

deot

ape

Ana

lysi

s 26

CA

TE

GO

RY

E

xcel

lent

(A=2

0-18

.1 p

oint

s)

Goo

d (B

=18-

16.1

po

ints

) Sa

tisf

acto

ry (C

=16-

14

.1 p

oint

s)

Nee

ds

Impr

ovem

ent (

D=

14-1

2 po

ints

) fo

r im

prov

emen

t.

Equ

ival

ency

of

mea

ning

to th

e or

igin

al s

ourc

e la

ngua

ge (S

L) te

xt

(4 p

oint

s)

Feed

back

abo

ut w

heth

er th

e in

terp

reta

tion

repr

esen

ted

an

accu

rate

and

equ

ival

ent

repr

esen

tatio

n of

the

sour

ce

lang

uage

mes

sage

and

refle

cted

ap

prop

riate

sem

antic

cho

ice

and

regi

ster

is g

iven

with

spe

cific

ex

ampl

es a

nd c

omm

ents

abo

ut

area

s of

pot

entia

l im

prov

emen

t.

Feed

back

abo

ut

equi

vale

ncy

of m

eani

ng is

pr

ovid

ed, b

ut a

few

ex

ampl

es o

r det

ails

are

m

issi

ng.

Feed

back

abo

ut

equi

vale

ncy

of m

eani

ng is

pr

ovid

ed, b

ut s

ever

al

exam

ples

or d

etai

ls a

re

mis

sing

.

The

feed

back

is m

issi

ng

or n

onsp

ecifi

c.

Mec

hani

cs

Up

to 2

poi

nts

can

be d

educ

ted

from

to

tal g

rade

.

No

gram

mar

or s

pelli

ng e

rror

s.

Pap

er is

org

aniz

ed a

nd w

ould

be

easy

for a

stu

dent

to u

nder

stan

d.

Few

gra

mm

ar o

r spe

lling

er

rors

. P

aper

is m

ostly

or

gani

zed.

Som

e gr

amm

ar a

nd

spel

ling

erro

rs.

Pap

er is

so

mew

hat o

rgan

ized

, but

m

ay b

e ha

rd fo

r the

stu

dent

re

ceiv

ing

the

feed

back

to

follo

w.

Sev

eral

gra

mm

ar a

nd

spel

ling

erro

rs.

Pap

er is

di

sorg

aniz

ed.

DLTI Assignment 6 – Collaborative Assignment 27

Assignment 6 – Collaborative Assignment

Collaborative project to lead a discussion group

Description Goal: The goal of this assignment is to collaborate with other students to research a topic and lead a discussion group. Objectives:

• To use the WebCT discussion groups to collaborate on a project.

• To lead a discussion group.

Approaching the Assignment This assignment is important because it gives you an opportunity to collaborate with your peers and prepare to lead a discussion. Groups will be posted in your Section Homeroom. As soon as the group members are posted, you can begin working. One important aspect of collaborative assignments is organization. There are many ways to “organize” the tasks and accomplish the assignment. The first thing you need to do with your group is decide a plan of attack. From there it is easy!


Completing the Assignment This assignment has four parts.

Part A – Collaboration In order to complete this assignment you need to: 1. Decide with your group how you will approach the assignment. 2. Choose a topic (see list below). 3. Research the chosen topic using resources listed in the course

activities and Resource page. 4. Work with your group to develop initial postings based on your

research: There will be three types of postings: Introduction posting Your introduction posting should: • Introduce your team members. • Explain the role each member played in the collaboration. • Explain your “plan” for facilitating the discussion (one

person takes each question or each person takes a time period, etc.).

Opening statement Summarize the results of your collaboration (1-2 pages). This is the introduction to and foundation for the discussion questions that you are going to post and should include: • A content statement or position statement that

summarizes your research, describes any conclusions your group has made, or introduces dilemmas to be discussed.

• Real life examples, references to websites or references to course resources that support your ideas.

• Resources you used outside of those listed in the course. Discussion Questions Develop three to five discussion questions for the online discussion. Note: Here’s an interesting resource about designing discussion questions: http://tlt.its.psu.edu/suggestions/online_questions/


Choose one of these topics for discussion, or you may propose a new topic to your Section Facilitator. (The notes in parentheses are suggestions of areas that might be included in the topic). • Learning styles (Impact and use of learning styles in online

learning design and delivery) • Facilitator roles and skills • Assessment and rubrics (Assessment techniques, use of

rubrics, how to evaluate discussion participation) • Community of learners (How do you build? How do you

overcome distance and lack of personal contact?) • Facilitating discussions (How do you handle difficult

situations? How active should the facilitator be? How do you keep on track, etc.)

Part B – Facilitate an Online Discussion In order to complete this assignment you need to: 1. Post your introduction, opening statement and discussion questions. 2. Facilitate the discussion by responding to student postings,

summarizing information. Note: your team needs to decide how you will do this. For example, you could divide the task by time or by questions.

Note: this is an excellent resource on online facilitation: http://www.uwnyc.org/technews/v5_n3_a1.html

Part C – Participate in Student Led Discussions In order to complete this assignment you need to: 1. Support your peers by reading their discussion postings and

responding to their questions. If you don’t post to each other’s discussions, then no one in the class will get good experience with facilitation!!

Part D – Self Assessment To complete this part of the assignment, you need to: 1. Download the form from the drop box. 2. Fill in the form. 3. Submit the finished form to the Assignment 5 drop box.

Grading This assignment is worth 25 points and will be graded using the Assignment 6 Rubric.

DLTI Debriefing of Assignment 6D 30

Debriefing of Assignment 6D Description of Group Dynamics Your name: Please list the members of your group: How did your group approach facilitating the discussion groups? (Describe organization, process any other information about how you completed this part of the assignment)

General Thoughts on the Assignment Please answer the following questions describing your thoughts/feelings on this project. What did you like about the way your group facilitated the discussion? What did you dislike about the way your group facilitated the discussion? Are you satisfied with the outcome (the way the discussion turned out)? If you were to facilitate a discussion again, what would you do differently?

DLT

I D

ebri

efin

g of

Ass

ignm

ent

6D

31

Ass

ignm

ent

6, R

ubri

c fo

r Co

llabo

rati

ve A

ssig

nmen

t

CA

TE

GO

RY

E

xcel

lent

(A)

35-3

2 po

ints

G

ood

(B)

31-2

8 po

ints

Sa

tisf

acto

ry (C

) 27

-24

poin

ts

Nee

ds I

mpr

ovem

ent

(D) 2

3-20

poi

nts

Tim

elin

ess

R

equi

red

post

ings

are

mad

e by

the

due

date

. La

te a

ssig

nmen

ts w

ill lo

se o

ne g

rade

leve

l.

Part

A (1

0 po

ints

) C

olla

bora

tive

Wor

k

Gro

up W

ork

(1 p

oint

) Th

ere

is e

vide

nce

in th

e di

scus

sion

s (a

nd o

n th

e la

ter

self-

asse

ssm

ent)

that

this

gro

up

deve

lope

d a

plan

and

follo

wed

th

roug

h w

ith c

ontri

butio

ns fr

om

all t

eam

mem

bers

.

Ther

e is

evi

denc

e of

a g

roup

pl

an a

nd fo

llow

thro

ugh

alth

ough

all

mem

bers

wer

e no

t ab

le to

con

tribu

te o

r the

re m

ay

have

bee

n so

me

prob

lem

s in

th

e pr

oces

s.

Ther

e is

littl

e ev

iden

ce o

f a

plan

or s

ubse

quen

t fol

low

th

roug

h.

Ther

e is

no

evid

ence

of a

pl

an o

r fol

low

thro

ugh.

Intr

oduc

tion

Post

ing

(1 p

oint

)

Intro

duct

ion

post

ing

incl

udes

re

quire

d in

form

atio

n an

d is

or

gani

zed

with

no

mec

hani

cal

erro

rs.

Intro

duct

ion

post

ing

incl

udes

re

quire

d in

form

atio

n, b

ut m

ay

have

min

or o

rgan

izat

ion

or

mec

hani

cal e

rror

s.

Som

e of

the

intro

duct

ion

info

rmat

ion

may

be

mis

sing

or

ther

e ar

e m

echa

nica

l err

ors.

Intro

duct

ion

does

not

in

clud

e re

quire

d in

fo o

r is

not d

one.

Ope

ning

St

atem

ent

(4 p

oint

s) Th

e op

enin

g st

atem

ent

dem

onst

rate

s a

stro

ng

unde

rsta

ndin

g an

d sy

nthe

sis

of

the

vario

us c

ours

e m

ater

ials

and

re

sour

ces

by a

ccur

atel

y su

mm

ariz

ing

the

info

rmat

ion

and

plac

ing

it in

an

inte

rest

ing

and

mea

ning

ful c

onte

xt b

y us

ing

real

lif

e ex

ampl

es a

nd/o

r ref

eren

ces

to in

form

atio

n in

the

read

ings

. If

a po

sitio

n is

sta

ted,

it is

sta

ted

clea

rly a

nd is

sup

porte

d by

re

fere

nces

to th

e co

urse

m

ater

ials

and

oth

er re

sour

ces.

The

open

ing

stat

emen

t de

mon

stra

tes

basi

c un

ders

tand

ing

of th

e to

pic

with

so

me

exam

ples

and

re

fere

nces

. So

me

supp

ort

and

refe

renc

es fo

r any

sta

ted

posi

tion

are

give

n.

The

open

ing

stat

emen

t de

mon

stra

tes

som

e un

ders

tand

ing

of th

e to

pic,

but

is

lack

ing

in e

xam

ples

and

re

fere

nces

.

A p

ositi

on m

ay b

e st

ated

, but

it

is n

ot s

uppo

rted

by c

itatio

ns

and

refe

renc

es.

The

open

ing

stat

emen

t sh

ows

little

und

erst

andi

ng

of th

e to

pic

and

does

not

in

dica

te th

at th

e gr

oup

used

the

cour

se m

ater

ials

an

d re

sour

ces

avai

labl

e.

Qua

lity

of

Que

stio

ns

(4 p

oint

s) Th

e qu

estio

ns a

dher

e to

the

follo

win

g gu

idel

ines

: •

Rel

ate

to th

e to

pic.

The

ques

tions

adh

ere

to th

e fo

llow

ing

guid

elin

es:

• R

elat

e to

the

topi

c.

The

ques

tions

are

lack

ing

in

one

of th

e ar

eas

iden

tifie

d in

th

e “G

ood”

resp

onse

.

The

ques

tions

are

lack

ing

in m

ore

than

one

of t

he

area

s id

entif

ied

in th

e

DLT

I D

ebri

efin

g of

Ass

ignm

ent

6D

32

CA

TE

GO

RY

E

xcel

lent

(A)

35-3

2 po

ints

G

ood

(B)

31-2

8 po

ints

Sa

tisf

acto

ry (C

) 27

-24

poin

ts

Nee

ds I

mpr

ovem

ent

(D) 2

3-20

poi

nts

• A

re c

lear

ly s

tate

d.

• E

ncou

rage

thou

ght o

n th

e pa

rt of

the

stud

ent.

• A

t lea

st o

ne o

f the

que

stio

ns

requ

ires

stud

ents

to u

se th

e hi

gher

leve

ls in

Blo

oms

taxo

nom

y, s

uch

as a

pply

, an

alyz

e, s

ynth

esiz

e.

• H

ave

no g

ram

mat

ical

or

spel

ling

erro

rs

• A

re c

lear

ly s

tate

d.

• E

ncou

rage

thou

ght o

n th

e pa

rt of

the

stud

ent.

• T

here

are

few

gr

amm

atic

al o

r spe

lling

er

rors

“G

ood”

resp

onse

.

Part

B (1

5 po

ints

) Fa

cilit

atio

n of

dis

cuss

ion

grou

p

Post

ing

Que

stio

ns a

re p

oste

d in

app

ropr

iate

pla

ce a

nd o

n tim

e Q

uest

ions

not

pos

ted

in

corre

ct p

lace

or o

n tim

e.

Faci

litat

ion

The

faci

litat

ion

of th

e di

scus

sion

:

• R

espo

nds

to s

tude

nt

com

men

ts a

nd q

uest

ions

• E

labo

rate

s on

stu

dent

co

mm

ents

or e

ncou

rage

s ne

w d

iscu

ssio

n on

the

poin

t.

• K

eeps

the

disc

ussi

on

focu

sed

by s

umm

ariz

ing

or

indi

catin

g to

pics

that

are

off

topi

c or

out

side

the

scop

e.

• M

odel

s go

od b

ehav

ior b

y be

ing

frien

dly,

resp

ectfu

l of

othe

rs o

pini

ons

and

enco

urag

ing.

The

faci

litat

ors

mis

sed

an

oppo

rtuni

ty to

do

one

of th

e fo

ur it

ems

liste

d un

der t

he

“Exc

elle

nt re

spon

se”

(In o

ther

wor

ds, a

situ

atio

n oc

curr

ed in

the

grou

p, b

ut w

as

not h

andl

ed id

eally

).

The

faci

litat

ors

mis

sed

mul

tiple

opp

ortu

nitie

s to

do

one

of th

e fo

ur it

ems

liste

d un

der t

he “E

xcel

lent

resp

onse

”

(In o

ther

wor

ds, a

situ

atio

n oc

curr

ed in

the

grou

p, b

ut w

as

not h

andl

ed a

ppro

pria

tely

).

Littl

e or

no

faci

litat

ion

of

the

disc

ussi

on to

ok p

lace

. Th

e fa

cilit

ator

s di

d no

t es

tabl

ish

a pr

esen

ce o

r gu

ide

the

disc

ussi

on.

Part

C (5

poi

nts)

P

artic

ipat

e in

Stu

dent

Led

Dis

cuss

ion

Post

ing

Stu

dent

sup

ports

oth

er g

roup

s by

pos

ting

a th

ough

tful r

espo

nse

to a

t lea

st tw

o di

ffere

nt

Stu

dent

sup

ports

oth

er g

roup

s by

pos

ting

a th

ough

tful

resp

onse

to tw

o di

scus

sion

Stu

dent

sup

ports

oth

er g

roup

s by

pos

ting

a th

ough

tful

resp

onse

to o

ne o

ther

Stu

dent

pos

ts a

min

imal

re

spon

se.

DLT

I D

ebri

efin

g of

Ass

ignm

ent

6D

33

CA

TE

GO

RY

E

xcel

lent

(A)

35-3

2 po

ints

G

ood

(B)

31-2

8 po

ints

Sa

tisf

acto

ry (C

) 27

-24

poin

ts

Nee

ds I

mpr

ovem

ent

(D) 2

3-20

poi

nts

disc

ussi

ons.

Eac

h po

stin

g di

rect

ly re

spon

ds to

the

chos

en

disc

ussi

on q

uest

ion,

incl

udes

ex

ampl

es fr

om re

al li

fe o

r ci

tatio

ns fr

om th

e co

urse

.

ques

tions

. di

scus

sion

.

Part

D (5

poi

nts)

S

elf A

sses

smen

t For

ms

Col

labo

rativ

e W

ork

(2.5

poi

nts)

Self-

asse

ssm

ent s

how

s ex

celle

nt u

nder

stan

ding

of t

he

colla

bora

tive

proc

ess

and

hone

st a

nd th

ough

tful a

nsw

ers

to th

e qu

estio

ns in

the

form

.

Sel

f-ass

essm

ent s

how

s go

od

unde

rsta

ndin

g of

col

labo

rativ

e pr

oces

s an

d ho

nest

and

th

ough

tful a

nsw

ers

to th

e qu

estio

ns.

Sel

f-ass

essm

ent s

how

s on

ly a

ba

sic

unde

rsta

ndin

g of

the

proc

ess

and

surfa

ce a

nsw

ers

to th

e qu

estio

ns.

Self-

asse

ssm

ent s

how

s lit

tle u

nder

stan

ding

of t

he

proc

ess

or a

bilit

y to

ev

alua

te g

roup

and

in

divi

dual

per

form

ance

.

Faci

litat

ion

(2.5

poi

nts)

Self-

asse

ssm

ent i

nclu

des

an

hone

st e

valu

atio

n of

the

faci

litat

ion

proc

ess

and

a th

ough

tful a

naly

sis

of w

hat w

as

succ

essf

ul, w

hat w

as n

ot

succ

essf

ul a

nd w

ays

that

the

disc

ussi

on c

ould

hav

e be

en

impr

oved

.

Self-

asse

ssm

ent i

nclu

des

an

hone

st e

valu

atio

n of

the

grou

p fa

cilit

atio

n an

d so

me

basi

c an

alys

is o

f suc

cess

es, f

ailu

res

and

area

s of

impr

ovem

ent.

Sel

f-ass

essm

ent m

ay n

ot

accu

rate

ly re

pres

ent w

hat

happ

ened

in th

e di

scus

sion

or

may

not

indi

cate

suc

cess

es,

failu

res

or a

reas

of

impr

ovem

ent.

The

self-

asse

ssm

ent

show

s lit

tle u

nder

stan

ding

of

wha

t hap

pene

d in

the

disc

ussi

on o

r how

it m

ight

ha

ve b

een

impr

oved

.

DLT

I D

ebri

efin

g of

Ass

ignm

ent

6D

34

DLTI Assignment 7- Action Plan 35

Assignment 7- Action Plan

Develop your action plan

Description Goal: To evaluate your skills and develop a plan for continued professional development as a distance learning facilitator. Objectives • To develop an action plan for professional development. • To begin planning your internship project.

Approaching the Assignment If you have been completing all the activities in this course and keeping a record of your work, then this assignment should be relatively easy. It is important, however, for you to truthfully evaluate where you are relative to the skills required to facilitate distance learning and to develop a specific plan to acquire or hone your skills. The action plan contains sections for you to complete on the following topics: • Technology

Evaluate your technological skills and areas that you could improve including skills such as Word Processing, PowerPoint, using Search Engines, WebCT, creating web pages.

• Distance Learning Design Evaluate your level of understanding and ability to apply the instructional design process, make technology choices, use collaborative projects in courses.

• Media Evaluate your knowledge of media choices, creating media, finding media resources, and using media in online courses.

• Facilitation Skills Evaluate where you think you are in your ability to facilitate discussions, incorporate learning styles into courses, develop a community of learners.

DLTI Assignment 7- Action Plan 36

• Skills Development Evaluate your ability to use the 10-step process, apply Taylor's work, facilitate the self-assessment process, and provide feedback.

In addition, the plan requires you to choose your next step in DLTI (Option A or B).

Completing the Assignment In order to successfully complete this assignment, you need to: 1. Go to the Assignment drop box and look at Assignment 7. 2. Download the document named "Action Plan." This Word

document contains a form for your plan including areas for professional development and a tentative plan for your internship project.

3. Fill in the Action Plan form and save it as a Word document. • Focus on at least two areas of the action plan. • For each of the chosen topics, complete the section on your

strengths in the area. • For each of the chosen topics, indicate at least one, not

more than three, specific skills you would like to improve, how you plan to work on that skill, and when you plan to work on the skill. Try to be as specific as possible.

4. For the Next Step in DLTI, complete the section relating to the option you would like to pursue for the rest of DLTI: • Option A - Distance Learning Project • Option B – Observe and Analyze DO IT Center courses

5. Use Student Files to upload the document to the drop box. 6. Submit your assignment.

Grading This assignment is worth 10 points and will be graded using the Assignment 7 Rubric.

DLT

I A

ctio

n Pl

an

37

Act

ion

Plan

St

uden

t Nam

e

Tec

hnol

ogy

(i

nclu

ding

, but

not

lim

ited

to W

ord

Pro

cess

ing,

Pow

erP

oint

, Int

erne

t Sea

rche

s, W

ebC

T, C

reat

ing

Web

Pag

es)

My

stre

ngth

s in

this

are

a:

Wha

t I w

ant t

o im

prov

e H

ow I

Pla

n to

Im

prov

e W

hen?

Des

ign

of D

ista

nce

Lea

rnin

g

(inc

ludi

ng b

ut n

ot li

mit

ed to

aud

ienc

e an

alys

is, t

echn

olog

y ch

oice

s, u

se o

f col

labo

rati

ve p

roje

cts)

M

y st

reng

ths

in th

is a

rea:

Wha

t I w

ant t

o im

prov

e H

ow I

Pla

n to

Im

prov

e W

hen?

DLT

I A

ctio

n Pl

an

38

M

edia

(i

nclu

ding

but

not

lim

ited

to u

nder

stan

ding

med

ia c

hoic

es, c

reat

ing

med

ia, f

indi

ng m

edia

res

ourc

es, u

sing

m

edia

in o

nlin

e co

urse

s)

My

stre

ngth

s in

this

are

a:

W

hat I

wan

t to

impr

ove

How

I P

lan

to I

mpr

ove

Whe

n?

F

acil

itat

ion

Skil

ls

(inc

ludi

ng b

ut n

ot li

mit

ed to

faci

lita

ting

dis

cuss

ions

, und

erst

andi

ng le

arni

ng s

tyle

s, d

evel

opin

g a

com

mun

ity

of

lear

ners

) M

y st

reng

ths

in th

is a

rea:

Wha

t I w

ant t

o im

prov

e H

ow I

Pla

n to

Im

prov

e W

hen?

DLT

I A

ctio

n Pl

an

39

Sk

ills

Dev

elop

men

t at a

Dis

tanc

e (i

nclu

ding

but

not

lim

ited

to a

pply

ing

the

10 s

tep

proc

ess,

usi

ng T

aylo

r’s

wor

k, s

elf-

asse

ssm

ent,

feed

back

) M

y st

reng

ths

in th

is a

rea:

Wha

t I w

ant t

o im

prov

e H

ow I

Pla

n to

Im

prov

e W

hen?

DLT

I A

ctio

n Pl

an

40

P

lans

for

Nex

t Ste

p in

DL

TI

Opt

ion

A –

Dis

tanc

e L

earn

ing

Pro

ject

P

roje

ct N

ame

A

udie

nce

P

urpo

se o

f P

roje

ct

B

rief

Des

crip

tion

DLT

I A

ctio

n Pl

an

41

O

ptio

n B

– O

bser

ve a

nd A

naly

ze D

O I

T C

ours

es

Wha

t did

you

lear

n in

this

cou

rse

that

you

can

whe

n yo

u ob

serv

e an

d an

alyz

e so

me

DO

IT

Cen

ter

cour

ses?

W

hat d

o yo

u th

ink

you

wil

l be

able

to le

arn

from

the

obse

rvat

ion

and

disc

ussi

on a

bout

the

cour

ses?

DLT

I A

ctio

n Pl

an

42

DLT

I A

ctio

n Pl

an

43

Ass

ignm

ent

7 Ru

bric

CA

TE

GO

RY

E

xcel

lent

(A)

10-9

.1

Goo

d (B

) 9-

8.1

Sati

sfac

tory

(C)

8-7.

1 N

eeds

Im

prov

emen

t (D

) 7-6

.1

Tim

elin

ess

Late

pos

tings

will

lose

one

gra

de le

vel

Post

ing

Sub

mitt

ed to

the

drop

box

. N

ot s

ubm

itted

to d

rop

box.

Stre

ngth

s (2

poi

nts)

S

peci

fic s

treng

ths

are

iden

tifie

d fo

r at l

east

two

topi

cs w

ith

exam

ples

or e

xpla

natio

n. T

he

desc

riptio

n is

con

cise

and

m

eani

ngfu

l and

pro

vide

s th

e re

ader

with

a q

uick

insi

ght i

nto

the

stud

ent’s

abi

litie

s.

Spe

cific

stre

ngth

s ar

e id

entif

ied

for t

wo

topi

cs w

ith s

ome

exam

ples

or e

xpla

natio

n.

Stre

ngth

s fo

r som

e ar

eas

may

be

mis

sing

or

lack

ing

exam

ples

or

spec

ifics

.

Stre

ngth

s in

sev

eral

ar

eas

are

mis

sing

or n

ot

expl

aine

d.

Wha

t you

wan

t to

impr

ove

(2 p

oint

s)

One

to th

ree

spec

ific

area

s of

im

prov

emen

t are

list

ed.

The

area

of i

mpr

ovem

ent n

eeds

to

be s

peci

fic, n

ot g

ener

al.

For

exam

ple

“I w

ant t

o im

prov

e m

y us

e of

Pow

erP

oint

” is

gene

ral.

“I

wan

t to

lear

n ho

w to

mak

e an

imat

ed P

ower

Poi

nt

pres

enta

tions

for u

se in

onl

ine

cour

ses”

is m

ore

spec

ific.

One

to th

ree

area

s of

im

prov

emen

t are

list

ed.

Mos

t ar

e sp

ecifi

c ac

cord

ing

to th

e cr

iteria

for a

n A

pap

er.

One

to th

ree

area

s of

im

prov

emen

t are

list

ed.

Sev

eral

are

not

spe

cific

ac

cord

ing

to th

e cr

iteria

fo

r an

A p

aper

.

One

to th

ree

area

s of

im

prov

emen

t are

list

ed.

Som

e ar

e no

t spe

cific

.

How

you

will

im

prov

e an

d w

hen

(3 p

oint

s)

Impr

ovem

ent s

trate

gies

are

in

clud

ed fo

r eac

h ch

osen

are

a.

The

impr

ovem

ent s

trate

gy is

sp

ecifi

c an

d in

dica

tes

som

e th

ough

t and

rese

arch

. At

leas

t tw

o da

tes

are

spec

ific

base

d on

a

cour

se o

r con

vent

ion

or

lear

ning

opp

ortu

nity

.

Impr

ovem

ent s

trate

gies

are

in

clud

ed fo

r eac

h ch

osen

are

a.

Mos

t im

prov

emen

t stra

tegi

es

are

spec

ific

acco

rdin

g to

the

crite

ria fo

r an

A re

spon

se.

One

spe

cific

dat

e is

incl

uded

.

Impr

ovem

ent s

trate

gies

ar

e in

clud

ed fo

r mos

t ch

osen

are

as, b

ut

som

e ar

e m

issi

ng.

Som

e im

prov

emen

t st

rate

gies

are

are

non

-sp

ecifi

c.

No

spec

ific

date

is

incl

uded

.

Impr

ovem

ent s

trate

gies

ar

e m

issi

ng a

nd/o

r are

ve

ry g

ener

al.

Dat

es a

re m

issi

ng.

DLT

I A

ctio

n Pl

an

44

CA

TE

GO

RY

E

xcel

lent

(A)

10-9

.1

Goo

d (B

) 9-

8.1

Sati

sfac

tory

(C)

8-7.

1 N

eeds

Im

prov

emen

t (D

) 7-6

.1

Plan

for n

ext

step

in D

LTI

(2 p

oint

s)

One

of t

he tw

o op

tions

of t

he

“Pla

n fo

r Nex

t Ste

p” is

co

mpl

eted

and

incl

udes

all

of

the

requ

este

d in

form

atio

n.

One

of t

he tw

o op

tions

of t

he

“Pla

n fo

r Nex

t Ste

p” is

co

mpl

eted

and

incl

udes

mos

t of

the

requ

este

d in

form

atio

n.

One

of t

he tw

o op

tions

is

com

plet

ed.

Som

e in

form

atio

n is

mis

sing

.

An

optio

n is

com

plet

ed,

but m

ost i

nfor

mat

ion

is

mis

sing

.

Opt

ion

A

P

urpo

se o

f pro

ject

and

pro

ject

de

scrip

tion

are

clea

r and

with

in

the

sugg

este

d sc

ope.

The

re

ader

can

tell

exac

tly w

hat t

he

stud

ent i

nten

ds to

do

in th

e pr

ojec

t fro

m th

e de

scrip

tion.

Pur

pose

of p

roje

ct a

nd p

roje

ct

desc

riptio

n ar

e m

ostly

cle

ar

and

with

in th

e su

gges

ted

scop

e. T

here

may

be

som

e m

inor

par

ts o

f the

des

crip

tion

that

lack

cla

rity.

Pur

pose

of p

roje

ct a

nd

proj

ect d

escr

iptio

n ar

e in

clud

ed b

ut m

ay la

ck

clar

ity o

r ind

icat

es th

at

the

stud

ent h

as n

ot

tota

lly th

ough

t out

the

inte

nt o

f the

pro

ject

.

Info

rmat

ion

is m

issi

ng o

r ve

ry u

ncle

ar.

Opt

ion

B

Res

pons

e to

que

stio

n “W

hat d

id

you

lear

n th

at c

an b

e ap

plie

d” is

sp

ecifi

c, c

onci

se a

nd

dem

onst

rate

s an

exc

elle

nt

unde

rsta

ndin

g of

bot

h th

e co

urse

con

tent

and

how

it w

ould

be

app

lied

in a

DO

IT C

ente

r ro

le.

Res

pons

e to

que

stio

n “W

hat

did

you

lear

n th

at c

an b

e ap

plie

d” is

spe

cific

, con

cise

and

de

mon

stra

tes

good

un

ders

tand

ing

of b

oth

the

cour

se c

onte

nt a

nd h

ow it

w

ould

be

appl

ied

in a

DO

IT

Cen

ter r

ole.

Res

pons

e sh

ows

a ba

sic

unde

rsta

ndin

g of

co

urse

con

tent

and

how

to

app

ly it

.

Res

pons

e to

bot

h qu

estio

ns is

unc

lear

an

d sh

ows

only

ver

y ru

dim

enta

ry

unde

rsta

ndin

g of

the

cour

se c

onte

nt a

nd h

ow

to a

pply

it.

Mec

hani

cs

(1 p

oint

) N

o gr

amm

atic

al, s

pelli

ng o

r pu

nctu

atio

n er

rors

. A

lmos

t no

gram

mat

ical

, sp

ellin

g or

pun

ctua

tion

erro

rs

A fe

w g

ram

mat

ical

sp

ellin

g, o

r pun

ctua

tion

erro

rs.

Man

y gr

amm

atic

al,

spel

ling,

or p

unct

uatio

n er

rors

.

Documents

Assignment Overview · 2018-08-03 · DLTI Assignment 1 – WebCT Introduction 4 Completing the Assignment Note: It is strongly recommended that you compose your posting for assignments