Module+4+-+Susan



Module 4 Assignment

Implementing Instructional Strategies – Curriculum Central Workshop for Course Proposers

Author: Instructional Services Office, Kapi’olani Community College (University of Hawai’i) Analysis by: Susan Pope Assignment for: University of Hawai’i ETEC 750B in spring 2012 Professor: M. David Merrill Due Date: 04 February 2012


 * Examine the course you selected for Module 1. How did this course use multimedia to implement their instructional strategies? Did this course avoid irrelevant multimedia? Did this course use multimedia to effectively implement instructional events? Did this course use multimedia to indicate the format of the materials; to provide efficient navigation; and to provide for learner interaction with the content and instructional events? **

The How To steps for initially selecting questions were explained in the text and also demonstrated in JING (narrated screencast) format.

C Central database questions are referred to as items. You'll need to select all items (questions) when updating a course outline in 2010 because many outlines are still in skeleton form. Click on //Select/deselect all items// to make all of the course outline items (questions) available to you.
 * Item (question) selection **

The large text box is the area where you may give the reason for the course outline modification/update. The most popular reasons for AY 2010-2011 will be "updating course for the five-year cyclical review, linking course content to course competencies to evaluation methods, and linking course competencies to Program SLOs". Other suggested reasons for a modification/update are listed in the help text. Click on the blue octagon to see the help text.

Scroll down to the end of the page and click on the //Submit// button. Click on //Continue to Outline modifications// button. For a narrated screencast of the above process please go to []

The Parts Of, Kinds Of, and How To steps for navigation were given in text, a graphic, and a narrated JING screencast.

The proposer's course outline section of C Central has six tabs across. You will be using the //Course// tab and the //KAP// tab when updating a course outline.
 * Tabs **

The //Course// tab has questions from the original requirements for course outlines in the UH Community Colleges along with the former KapCC course outline and course action request forms. //KAP// has questions specific to KapCC from the former KapCC course outline and course action request forms.



Click on the //Course// tab to begin answering questions for the course outline. Mouse-over the item (question) numbers to see the questions or click on //item index// to see a list of the items (questions). For a narrated screencast of the mouse-over please go to []

The How To steps for several types of questions (some including formatting) were demonstrated in a series of narrated screencasts, for example,

Certain items have built in linking capability to use for research and reports. For example, Prerequisites (item 6), Corequisites (item 7), Recommended Prep. (item 8), Program SLOs (item 19), Course Competencies (item 21), Course Content (item 22), and Texts and Materials (item 23). The button to click on to get to the linking level is located to the left of the //Save// button. Enter the appropriate information (prereqs, coreqs, rec. prep, PSLOs, competencies, content, and textbooks) and save before advancing to the next item (question). For example, to enter a prerequisite you would enter the course alpha, the course number, and any additional comment such as "qualification for" or "a grade of C or higher in".
 * Special Items (questions) with a linking level button **

A narrated screencast showing how to input the prerequisite "Prerequisite(s): ART 101." Into BURM 001 is located at []

A narrated screencast showing how to input the prerequisite "Prerequisite(s): ENG 100, ENG 160 or ESL 100." is located at []

A demonstration video for "Prerequisite(s): Qualification for ENG 100; qualification for MATH 24." is located at []

A narrated screencast showing how to input a corequisite is located at []

A narrated screencast showing how to input a program SLO is located at []

Please note that you will only have course competencies available to link to course content if the competencies have previously been entered and saved in item 21. The chain link icon located in the upper right corner will allow you to link the competencies and content. []

Use the linking level in Text and Materials to easily enter information about your suggested textbooks. The information entered in item 22 (title, edition, author, publisher, year published and ISBN) may be used to generate a report for book orders.

The How To steps and What Happens for explaining a request for Formal Review and what the reviewer sees were given in text and narrated screencasts.

Formal vs. Informal Review in C Central Review of a course outline may be formal (with attached comments) or informal. Feedback for an informal review of a course outline may be via email, via telephone, or in person. Feedback for the formal review of a course outline is through comments inserted/saved in C Central. Comments attached in C Central stay with the course outline.

Differences? What is the difference between the Review button and the Approval button? When you click Review you choose who you want to look over your course outline and give you feedback. Clicking the Approval button starts the outline through a series of approvers, to include your department, your dean, the Curriculum Committee, the Faculty Senate, the Vice-Chancellor for Academic Affairs, and the KapCC Chancellor. Suggestions and feedback may be given during the approval process. Each course outline must go through the approval process every five years (or more often if appropriate).

Review and Approval Review of a course outline may be either formal or informal. Informal review may be requested via email, in person, or over the telephone. Just ask a friend or faculty member to look over your course outline and give you feedback. They can see the outline by choosing Course/Display Outline from the menu bar in C Central. Have them click on Proposed and then have them enter the appropriate course alpha and number. You may want to have your department Curriculum Committee representative also informally review your course outline before the formal review.

For the formal review required before submitting a course outline for departmental approval click on the Review button and then choose the names of all the folks to review/comment on your outline. Make certain that you give them a deadline and at least five working days! Once you send the course outline for review you will not be able to edit the outline until all reviewers have returned the document or the deadline/due date has expired. Formal review is required by your department counselor(s), the library (smurata), CELTT (maryh), an external advisory committee if appropriate, any appropriate campus board such as the Foundations Board, and spope@hawaii.edu. You are also welcome to have your department Curriculum Committee representative formally review your course outline.

Link to a screencast showing a request for a formal review of THAI (demo only, not a real course). []

Screencast (made for reviewers) of what a proposer might see after a formal review of a course outline. []


 * It is unlikely that the course you selected used a structural framework but if it did was it used effectively? If it did not can you suggest a structural framework that could be added to this course to enhance learning? **

Metaphor/Analogy A few references are made within the instructions to a previous source familiar to faculty (a word-processed document). Faculty are encouraged to refer to the pre-database document (source) while they are answering the questions in the database fields (target).

Checklist Page 4 of the instructional materials gives two lists of the questions to be answered so that the faculty will be made aware of the organization of the database fields. The fields are in a somewhat different order than the questions were when the questions were on a Microsoft Word document. In its current state the instructional material does not use the lists of questions to be answered for guidance during demonstration nor does it use the lists to provide corrective feedback. The human reviewers refer to list numbers when providing feedback on answers to be revised. One list shows the organization of one tab (Course), the next list shows the organization of another tab (KAP).

The lists of fields/questions in the current instructions would not yet be considered summary frames because they do not include a set of questions to guide the learner in observing the structure. In a makeover of the instructions using the lists of questions as a checklist for coaching a proofreading performance could be added by first organizing graphically (perhaps bold type) the fields that are required, in addition to the current numerical organization. Next the type of field (Kind of types 1-10) could be indicated on the lists so that faculty would have an easier time when looking for How To step examples.

The two lists currently available to faculty are: 1 Course Alpha [required field] 2 Course Number [required field] 3 Addition? Deletion? Modification? If this is a modification, what change is proposed in the course? 4 Course Title [required field] 5 Date of Course Outline [required field] 6 Prerequisite(s) 7 Corequisite(s) 8 Recommended preparation 9 Credits [required field] 10 Repeatable for additional credits? 11 Maximum number of credits for student transcript 12 Cross-listed 13 Contact Hours (type) [required field] 14 Contact Hours (quantity) How many hours will the student spend per week in lectures, laboratories, lecture/labs, clinical, etc.? 15 Course Description [required field] 16 Suggested Methods of Evaluation - Measures of Student Achievement [required field] 17 Suggested Methods of Instruction [required field] 18 General Education Student Learning Outcomes 19 Program Student Learning Outcomes Addressed 20 Specific course level Student Learning Outcomes [not currently used at KapCC] 21 Course Competencies [required field] 22 Course Content [required field] 23 Text and materials 24 Auxiliary Materials and Content 25 Reference Materials 26 Semester information 27 Effective Term [required field] 28 Suggested Methods of Delivery 29 Grading Options [required field] 30 Grading Scale and Weighting Suggestions [required field] 30 If this is a modification, what change is proposed in the course? 31 Is the course required or an elective in a program? 32 For what program(s) was the course designed? Will the course lengthen the time for the students to complete the program? Will it replace another course? 33 Will this course proposal increase or decrease the number of required hours needed for a certificate or degree? Yes/No If yes, provide justification. 34 Will this proposal require a change in staff, equipment, facilities, or other resources? 35 Do we have a full-time faculty member who meets the requirements to teach this course? If not, who will teach the course? 36 Is this an experimental course seeking regular status? Yes/No If "Yes", what was the experimental number and when (what semesters/years) were the experimental classes offered? 37 How is this course related to the educational needs and goals of the division, college, and community as reflected in the Strategic Plan? How is it related to courses and programs? 38 Basic skills (reading, writing and analytical) needed for success in the course. The concern here is with the skill levels required of students rather than the level of material in the class. 39 Amount and level of reading, writing or other independent work required. As a rule of thumb, much of the reading material for a freshman level course should be at 12th or 13th grade level. 40 Amount and level of quantitative and logical reasoning required. Where the course involves use of mathematics, a minimum of one year of high school algebra, or its equivalent, as background for the course would be required for transfer courses. 41 Background knowledge in related subject matter expected of students entering the course. Is a course is based on the expectation that students will have completed normal high school courses in related areas? 42 Expectations for student participation outside of class. Students are expected to spend at least three hours outside of class for every hour in class by means of the following activities: 43 Justify the level of proposed course: 100 level, 200 level, 300 level, or lower than 100 level. 44 Identify similar courses at other UH colleges: list college, alpha, number, title, and credits for each. If it differs in important ways, explain how. 45 Is a similar course taught on the upper-division level by a four year UH college? If so, explain why this course is appropriate at the lower division, or how it differs from its upper-division counterpart. 46 Is this course appropriate for articulation with the UH Manoa General Education Core Requirements? Yes/No 47 Is the course currently articulated with any two or four-year program at another UH institution? (NOT UHM Gen Ed) If so, give details and dates of agreement(s) and explain any impact the proposed change may have upon articulation. 48 Maximum enrollment per class section? [required field] 49 Number of sections per semester or year? 50 Exclude from catalog? Yes/No
 * Items (questions) under the //Course// tab**

51 Justification 52 Special Comments for Catalog 53 Status (active/inactive) 54 Restricted to Specific Semester(s) 55 Explain the reason for and purpose of prerequisites, corequisites, and recommended preparation [ Kap CC Faculty Senate requirement if have prereqs/coreqs/rec preps] 56 AA General Education Area 57 AA General Education Extra 58 AS General Education Area 59 AS General Education Extra 60 Banner title (30 characters or fewer) [required field]
 * Summer 2010 items (questions) under the //KAP// tab**

Peer-critique Peer-discussion and peer-collaboration are encouraged but not required. Peer-critique is required and is built into the formal and informal review/feedback process as well as the approval process.