Effective assessment should be supported by a grading and reporting system and the completed instructional design resource would include the quiz items and criteria marking sheets. The results of the assessment should also be included in the design resources, so the answers to the quiz would also be provided in the instructional resource. Appendix 2 contains an assessment matrix that shows the relationship between the learning goals and assessment items. The sequencing of instructional events ensures that prerequisite information and skills needed for a particular topic have been learned previously and therefore in what order target objectives need to achieved p. By using learning hierarchies, working backwards from learning objectives, the sequence of skills to be learned can be analysed . Regardless of the skills and actual content being covered, there are a series of instructional events that will generally be followed. These events are external to the learner, but are designed to support the internal process of learning (Gagné cited in Gagné, Briggs, & Wager, 1988, p. 181). At the start of each session the learner needs to be prepared by gaining their attention, recalling previous knowledge where possible and bringing focus to the learning task . The purpose of both the course and each individual lesson also need to be established, and how these fit together inform the learners about the importance and relevance of what is being taught . The body of each lesson furthers recall of prior knowledge into working memory and allows the presentation of new information and examples. Two prominent sequences that can be used for new material are expository and discovery; where information and processes are given to the
Log on to the online learning system Factual knowledge of log on details Procedural knowledge of log on process and troubleshooting Remember the used to log on and common problems that can occur Know username, password and website address. Know some common troubleshooting techniques Navigate through the online learning system to access courses, study guides, assessment requirements and resources Factual knowledge of visual components and terminology Procedural knowledge of hyperlinks and window control Remember the and uses of hyperlinks. Know the steps and methods of navigation and window control Use the online learning system to communicate with teachers, administration and other students Factual knowledge of available communication channels Procedural knowledge of how to access and use online communications Remember the available communication channels. Know the steps used to send and receive communications Use a word processor to create simple assignments that include their name, student number, course details and assignment details as part of the document Factual knowledge of file types, suitable word processors, information requirements for assignment. Procedural knowledge of word processing functions Conceptual knowledge of applying above knowledge into a specific setting Remember the types of suitable file formats and special information to be included. Know basic word processing techniques and principles. Understand that computer systems vary but principles still apply. Submit assessment and respond to feedback using the online system Factual knowledge of assignment submission requirements Procedural knowledge of steps used to upload assignments, view feedback and grades Conceptual knowledge of cyclical process of assessment, feedback and communication channels Remember that all assignments have requirements, some common and some specific Know how to access assignment information and requirements Understand how assignments test and improve knowledge through feedback Be able to use alternate methods to communicate and submit assignments if Factual knowledge of alternate communication channels Remember what alternate channels are appropriate.
technology fails including using a phone, fax machine or standard post Procedural knowledge of how to contact staff or manually submit assignments Conceptual knowledge of alternate systems and methods Know steps to use alternate channels 2: Learning Goals: The student, unaided, will be able to: Assessment AS1 – Quiz/Short Answer AS2 – Observations Log on to the online learning system Questions on what details are required to log onto the system. Demonstrate logon procedure Navigate through the online learning system to access courses, study guides, assessment requirements and resources Questions on common visual components and their meanings/uses. Demonstrate use of hyperlinks and switching between windows Use the online learning system to communicate with teachers, administration and other students Questions on communication methods available Observe the student access and use the communication methods Use a word processor to create simple assignments that include their name, student number, course details and assignment details as part of the document Questions on: importance of correct file format, availability of word processors and what is necessary information to be included in an assignment Use a word processor to answer assessment item one Submit assessment and respond to feedback the online system Questions on why feedback is important and how to resubmit assignments Observe the student submit an assignment and review feedback Be able to use alternate methods to communicate and submit assignments if Questions on how to contact staff if the online system is not working Demonstrate methods of finding information used to contact staff via alternate methods