Evaluation in this course is congruent with Sheridan College's academic policy and upholds the guidelines specified in the Adult Education Program Handbook. Opportunities for both summative and formative evaluation will occur on a regular basis. Specifically you will demonstrate your learning in this course as follows: Icebreaker/Feedback: 10% You are required to prepare and deliver an icebreaker/energizer and facilitate a debrief of the activity that includes discussion of potential/appropriate usages for various course types. Audience Analysis and Needs Assessment: 10% You will prepare a one-page outline as to what has been done to conduct a needs assessment and the key findings that addressed the gaps to be addressed by the course. In addition the student is required to include a brief description regarding the target audience. Students also submit a one-pager description that details a tool to be used in the audience analysis. Course Overview: 25% You will prepare an overview for an academic course (approximately 42 hours in length) or training program utilizing the attached curriculum guidelines. Your overview will include the basic needs assessment, audience analysis, completed above, module breakdown with learning outcomes for course and modules and rationale for the instructional objective, implementation and evaluation processes. Planned Thematic Unit (Lesson Plans): 30% You will take a section/module of your course overview and develop a unit of instructional design. The unit will be on less than three and no more than five lessons/sessions (approximately 9-15 hours in length). Your unit will include detailed lesson plans (using the ROPES model), instructional strategies (including all resources to be used) and evaluation strategies and criteria. You can direct your learning in any area covered in the topical outline in a manner to be negotiated with the class instructor. A listing of topics is available from the instructor. What you will learn, when, how and how you will share the process and product with the rest of the class is entirely up to you and your particular needs. You may choose to work alone or in partnership with others to facilitate a portion of a module, conduct a seminar or forum, conduct further research in an area of your choice and share your findings, etc. Your activity will be shared during regular class meetings (bases on topic chosen). Assessment Framework All courses within the Adult Education program provide a forum for both directed and self directed learning to occur. Assessment processes include self, peers and colleagues, and the course instructor. Paramount to the evaluation process is an emphasis on moving theory into practice and the development of a critically reflective stance. Likewise, criteria to be included in the Portfolio and Practicum course will be developed in each course. Regardless of the specific evaluation strategy employed in a course all instructors in the program assign marks and final grades bases on the degree to which learners in the course have demonstrated proficiency as it relates to three criteria: style, format, and content. APA reference citing must be used.

Evaluation in this course is congruent with Sheridan College's academic policy and upholds the guidelines specified in the Adult Education Program Handbook. Opportunities for both summative and formative evaluation will occur on a regular basis. Specifically you will demonstrate your learning in this course as follows: Icebreaker/Feedback: 10% You are required to prepare and deliver an icebreaker/energizer and facilitate a debrief of the activity that includes discussion of potential/appropriate usages for various course types. Audience Analysis and Needs Assessment: 10% You will prepare a one-page outline as to what has been done to conduct a needs assessment and the key findings that addressed the gaps to be addressed by the course. In addition the student is required to include a brief description regarding the target audience. Students also submit a one-pager description that details a tool to be used in the audience analysis. Course Overview: 25% You will prepare an overview for an academic course (approximately 42 hours in length) or training program utilizing the attached curriculum guidelines. Your overview will include the basic needs assessment, audience analysis, completed above, module breakdown with learning outcomes for course and modules and rationale for the instructional objective, implementation and evaluation processes. Planned Thematic Unit (Lesson Plans): 30% You will take a section/module of your course overview and develop a unit of instructional design. The unit will be on less than three and no more than five lessons/sessions (approximately 9-15 hours in length). Your unit will include detailed lesson plans (using the ROPES model), instructional strategies (including all resources to be used) and evaluation strategies and criteria. You can direct your learning in any area covered in the topical outline in a manner to be negotiated with the class instructor. A listing of topics is available from the instructor. What you will learn, when, how and how you will share the process and product with the rest of the class is entirely up to you and your particular needs. You may choose to work alone or in partnership with others to facilitate a portion of a module, conduct a seminar or forum, conduct further research in an area of your choice and share your findings, etc. Your activity will be shared during regular class meetings (bases on topic chosen). Assessment Framework All courses within the Adult Education program provide a forum for both directed and self directed learning to occur. Assessment processes include self, peers and colleagues, and the course instructor. Paramount to the evaluation process is an emphasis on moving theory into practice and the development of a critically reflective stance. Likewise, criteria to be included in the Portfolio and Practicum course will be developed in each course. Regardless of the specific evaluation strategy employed in a course all instructors in the program assign marks and final grades bases on the degree to which learners in the course have demonstrated proficiency as it relates to three criteria: style, format, and content. APA reference citing must be used.