Digital Storytelling Course
Name: ___________________ Teacher:
Date : ___________________ Title of Work: ___________________
 
Criteria
Points
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4
 
Goals and Objectives
- Goals and objectives are not easily located within the course - Some are missing and others poorly written - The level does not match the desired learning outcomes
Goals and objectives are not easily located within the course - Goals and objective are not clearly written in measurable learning outcomes - Students may be unsure of what they are expected to be able to do - The level does not match the desired outcomes
- Goals and objectives are located within the course syllabus or the individual learning units - Objectives are written to reflect desired learning outcomes, although not all are written as measurable outcomes - Students have some understanding of what is expected of them
- Goals and objectives are easily located within the course - Goals and objectives are clearly written at the appropriate level and reflect desired outcomes - Goals and objectives are written in measurable outcomes (students know what they are expected to be able to do) - Goals and objectives are made available in a variety of areas in the course (within the syllabus and each individual learning unit)
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Content Presentation
- Content is not "chunked"� into manageable segments; - Navigation is not intuitive and the flow of content is unclear - The design does not avail of the content presentation tools (content modules, single pages, links) - No visual or auditory elements are used to enhance the content; - Supplementary resources are not made available (course CDs, textbooks, core
Some content segments are overly large (or possibly too small) for the specified objectives - Navigation is only occasionally intuitive, thus the flow of content is sometimes not easily determined - The design does not avail of the content presentation tools (content modules, single pages, links) - Few or no visual and/ or auditory elements are used to enhance the content - Supplementary resources may be made available (course CDs, textbooks, course manuals, etc.)
Content is made available or "chunked"� in manageable segments (i.e., presented in distinct learning units or modules) - Navigation is somewhat intuitive, but some "exploring" is required to determine the flow of content - Content is presented using a variety of mechanisms (content modules, single pages, links to external resources, RSS Feeds, print material) - Visual and/or auditory elements occasionally enhance the content; supplementary resources are made available (course CDs, textbooks, course manuals, etc.)
- Content is made available or "chunked"� in manageable segments (i.e., presented in distinct learning units or modules) - Navigation is intuitive - Content flows in a logical progression - Content is presented using a variety of appropriate mechanisms (content modules, single pages, links to external resources,) - Content is enhanced with visual and auditory elements; supplementary resources are made available and are well-integrated with other course materials (integrated publisher resources, e-textbooks, course manuals, etc.)
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Learner Engagement
Instructional strategies do not provide students with skills needed to achieve course goals and objectives - Content is provided but it is not clear what students are expected to do with it - Higher order thinking is not expected from students - No supplementary resources or activities are provided for remediation or advanced study
- It is not clear how the instructional strategies will help learners achieve course goals and objectives - Guidance in using content materials may only be provided on a limited basis - Higher order thinking is not required or encouraged - Differentiated instructional opportunities are not provided, although there may be supplementary content resources available
- Instructional strategies are designed to help students to reach course goals and objectives, although this relationship may not be obvious to learners - Guidance is provided, but could be improved with greater detail or depth - Higher order thinking is required for some activities but is not well-explained or supported (e.g., by providing examples of "good answers"�) - Differentiated instruction (such as remediation) may be available on a limited basis
- It is clear how the instructional strategies will enable students to reach course goals and objectives - Course design includes guidance for learners to work with content in meaningful ways - Higher order thinking (e.g., analysis, problem solving, or critical reflection) is expected of learners and explained with examples or models - Individualized instruction, remedial activities, or resources for advanced learning activities, such as integrated publisher resources, are provided
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Technology Use
- Technologies used within the LMS do not engage students with learning - Tools that could reduce the labor intensity of online instruction are not utilized - Students are not expected to use technologies available within the LMS - Only a few technologies available within the LMS are used
- Tools available within the LMS are not used to their full extent or not used when it would be appropriate to do so - Only a few tools (of those available within the LMS) are used in a way that streamlines access to materials and activities for students - Technologies within the LMS are used primarily by instructors and not students ("students as recipients of content"� model) - There is little variety in use of technologies within the LMS
- Tools available within the LMS could be utilized more (or more creatively) to engage learners with course content - LMS tools are made available to assist students, but could be organized or arranged for even greater usefulness - Technologies within the course are used in many cases merely to replicate traditional face-to-face instruction - There is some variety in the tools used to deliver instruction
- Tools available within the LMS are used to facilitate learning by engaging students with course content - LMS tools are used to reduce the labor-intensity of learning (e.g., providing links to needed resources where they will be used in the course, integrating publisher resources that are tailored to the course materials, and providing streamlined access to supplementary materials) - Technologies are used creatively in ways that transcend traditional, teacher-centered instruction - A wide variety of delivery media are incorporated into the course - An effort has been made to use low-cost or no-cost materials when available
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Communication Strategies
- Little to no attention has been devoted to communication strategies - Interaction activities that are included do not invoke critical thinking, reinforce learning, or take advantage of the specific strengths of the communication tools used
- Communication strategies are included, however, they may not consistently reinforce desired learning outcomes - Asynchronous communications are focused primarily on lower levels of thinking (e.g., summarizing, describing, interpreting, etc.) - Synchronous interactions are used mostly for instructor explanation or clarification of content, or other instructor-focused activities
Several communication activities are included to reinforce the desired learning outcomes - Asynchronous communications sometimes require reflection or other higher order thinking - Synchronous interactions are meaningful but may not take full advantage of the real-time presence
- There are plentiful opportunities for synchronous and/or asynchronous interaction, as appropriate - Asynchronous communication strategies promote critical reflection or other higher order thinking aligned with learning objectives - Synchronous communication activities benefit from real-time interactions and facilitate "rapid response"� communication (i.e., students gain practice discussing course content extemporaneously without looking up basic, declarative information)
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Teacher Comments:

 


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