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Total hours: 42.0
Credit Value: 3.0
Credit Value Notes: N/A
Effective: Spring/Summer 2017
Prerequisites: EDUC77001
Corequisites: N/A
Equivalents: N/A
Pre/Co/Equiv Notes: N/A |
Program(s):
Adult Education
Program Coordinator(s):
Leslie Kenwell
Course Leader or Contact: N/A
Version: 20170508_00
Status: Approved (APPR)
Section I Notes:
This course is on-campus and online. The sessions may include a variety of interactive and engaging activities including discussions, workshops, group activities, role plays, case studies and presentations. Readings, video, and podcasts may be provided online, on Sheridan's Learning and Teaching Environment (SLATE), to support class activities and reinforce material covered during class sessions. Assignment details will be provided in class and on SLATE. Students will need reliable access to the internet.
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Detailed Description
This course applies adult learning principles to the planning and design of curriculum. The curriculum includes an overview of the planning, implementation and evaluation aspects of design with an emphasis on planning. The design framework includes needs assessment, determining learning outcomes, content analysis, sequencing instruction and developing instructional and evaluation strategies.
Program Context
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| Adult Education |
Program Coordinator(s):
Leslie Kenwell |
This course continues on from the Introduction to Curriculum Design provided in EDUC77001, Creating a Positive Learning Environment: Introduction to Adult Learning. This course provides an intensive examination of the criteria
involved in the development of course and lesson planning. It will introduce many of the critical concepts that will be
explored in more depth in subsequent courses in the Adult Education program.
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Course Critical Performance and Learning Outcomes
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Critical Performance: |
| Learning outcomes identify the knowledge, skills, and professional values that you will have developed and reliably demonstrated as a result of the learning experiences and evaluation processes provided during the course.
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Learning Outcomes:
To achieve the critical performance, students will have demonstrated the ability to:
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- Instructional Design Framework: Identify the elements of the instructional design process.
- The Learner: Identify three approaches to defining instructional needs.
- Learning Objectives and Outcomes: Write goals, learning outcomes and learning objectives according to the criteria outlined.
- Developing Instructional Strategies: Identify criteria for the selection of instructional strategies. Discuss the purpose and effectiveness of individual, small and large group instructional strategies. Select instructional strategies to achieve the intended lesson/course outcomes.
- Evaluating Learning: Discuss six characteristics of a good evaluation strategy. Use a variety of assessment tools to accurately measure learners' progress and performance, according to given recommendations. Evaluate and improve test items after each administration.
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Evaluation Plan
Students demonstrate their learning in the following ways:
| | Evaluation Plan: ONLINE
| | Icebreaker/Feedback | 10.0% | | | Audience Analysis/Needs Assessment | 10.0% | | | Interactive Presentation | 25.0% | | | Planned Thematic Unit | 30.0% | | | Course Overview | 25.0% | | Total | 100.0% |
Evaluation Notes and Academic Missed Work Procedure: 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 Plan: IN-CLASS
| | Icebreaker/Feedback | 10.0% | | | Audience Analysis/Needs Assessment | 10.0% | | | Course Overview | 25.0% | | | Planned Thematic Unit | 30.0% | | | Interactive Presentation | 25.0% | | Total | 100.0% |
Evaluation Notes and Academic Missed Work Procedure: 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.
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Provincial Context
The course meets the following Ministry of Training, Colleges and Universities requirements:
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Essential Employability
Skills
Essential Employability Skills emphasized in the course:
- Communication
- Critical Thinking & Problem Solving
- Information Management
- Interpersonal
Prior Learning Assessment and Recognition
PLAR Contact (if course is PLAR-eligible) - Office of the Registrar
Students may apply to receive credit by demonstrating achievement of the course learning outcomes through previous relevant work/life experience, service, self-study and training on the job. This course is eligible for challenge through the following method(s):
- Challenge Exam
Notes: - Portfolio
Notes: - Interview
Notes:
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Sheridan Policies
All Sheridan policies can be viewed on the Sheridan policy website.
Academic Integrity: The principle of academic integrity requires that all work submitted for evaluation and course credit be the original, unassisted work of the student. Cheating or plagiarism including borrowing, copying, purchasing or collaborating on work, except for group projects arranged and approved by the professor, or otherwise submitting work that is not the student's own, violates this principle and will not be tolerated. Students who have any questions regarding whether or not specific circumstances involve a breach of academic integrity are advised to review the Academic Integrity Policy and procedure and/or discuss them with the professor.
Copyright: A majority of the course lectures and materials provided in class and posted in SLATE are protected by copyright. Use of these materials must comply with the Acceptable Use Policy, Use of Copyright Protected Work Policy and Student Code of Conduct. Students may use, copy and share these materials for learning and/or research purposes provided that the use complies with fair dealing or an exception in the Copyright Act. Permission from the rights holder would be necessary otherwise. Please note that it is prohibited to reproduce and/or post a work that is not your own on third-party commercial websites including but not limited to Course Hero or OneNote. It is also prohibited to reproduce and/or post a work that is not your own or your own work with the intent to assist others in cheating on third-party commercial websites including but not limited to Course Hero or OneNote.
Intellectual Property: Sheridan's Intellectual Property Policy generally applies such that students own their own work. Please be advised that students working with external research and/or industry collaborators may be asked to sign agreements that waive or modify their IP rights. Please refer to Sheridan's IP Policy and Procedure.
Respectful Behaviour: Sheridan is committed to provide a learning environment that supports academic achievement by respecting the dignity, self-esteem and fair treatment of every person engaged in the learning process. Behaviour which is inconsistent with this principle will not be tolerated. Details of Sheridan's policy on Harassment and Discrimination, Academic Integrity and other academic policies are available on the Sheridan policy website.
Accessible Learning: Accessible Learning coordinates academic accommodations for students with disabilities. For more information or to register, please see the Accessible Learning website (Statement added September 2016)
Course Outline Changes: The information contained in this Course Outline including but not limited to faculty and program information and course description is subject to change without notice. Any changes to course curriculum and/or assessment shall adhere to approved Sheridan protocol. Nothing in this Course Outline should be viewed as a representation, offer and/or warranty. Students are responsible for reading the Important Notice and Disclaimer which applies to Programs and Courses.
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