Syllabus for TECH6102
Evaluating & Assuring Quality for Alternative Learning Environments
Instructional and Learning Technologies Masters Course
Elective Course
Credit Hours: 3
none
Class meeting time: Fall 2016
Instructor:
Office & phone:
Office hours:
e-mail:
Contact Hours: 4
Prerequisite:
The distinguished Graduate
The distinguished education graduate is a leader who is empowered with
specialized knowledge, expert skills, values of the field and society, and
has the ability to utilize contemporary research findings to maximize selflearning through reflective practice and life-long learning in order to
provide diversified optimal learning experiences for all students.
Course Description
This course aims to provide a working understanding of the models of
evaluation and quality assurance in alternative learning environments such
as e-learning, distance learning, and hybrid alternatives. It specifically aims at
how to analyze results with the goal of improving the performance of
students, as well as the effectiveness of e-learning programs emanating from
vendors and providers. The course also aims to introduce students to current
research studies on the evaluation and quality assurance of e-learning
systems and alternative learning environments. The emphasis is on providing
and disseminating research-based rationales for e-learning systems to be
considered as equivalents and alternatives to traditional learning systems.
Course Outcomes
Define concepts of quality assurance and other related concepts in the field
of assessment.
Analyze models and methods of evaluation in different learning
environments.
Analyze assessment standards in instructional systems.
Understand the basic components of leadership in assessment literacy.
Apply needs analysis in assessment processes.
Design, develop, and implement samples of quality assurance planning in
educational settings
Required/Resources
Assessment for Learning: An Action Guide for School Leaders by
Chappuis,. S., Striggins, R., Arter, J., and Chappuis, J. (2005).
Mishra, S. (2007).Quality Assurance in Higher Education: An
Introduction. National Assessment and Accreditation Council in
collaboration with the Commonwealth of Learning, Vancouver, Canada
All and additional readings and resources will be provided by the
instructor
Course Outline
(This plan is tentative and may change depending on class progress and
process)
COURSE
Unit 1:
Communit
y of
Leaders
CLASS
Week 1
Seminar
/ Lab
TOPIC
Intro to Course
Syllabus Review
Moodle Tour
Overview of
Purpose and
Goals for
Assessment
Week 2
Seminar
/ Lab
READINGS & ASSIGNMENTS
Review Syllabus
Moodle Activity: WebTour
Moodle Activity
Introduction Forum
Definitions and
Quality
Reading 1 (Defining Concepts
of Quality)
Visual Representation of
Quality Assurance
Week 3
Seminar
/ Lab
Reading 2 (Overview of EPortfolios pp. 1-7)
Portfolios in
Assessment and
Quality Assurance
E-Portfolios/wikis and
Assessment/online
Best Practices in Quality
Assurance Assignment Paper
1.Defining Portfolio/Wikis
Week 4
Seminar
/ Lab
Pathways to
Excellence in
Assessment
Choose School/Program
Assessment Scenario
Reading 3 (A Vision for a
Perfect Assessment System)
Concept Mapping
2
Assignment for Scenario
Unit 2:
New
Assessmen
ts With
New
Technologi
es
Week 5
Seminar
/ Lab
Models of
Assessment
One Minute Paper
Video: Innovative Assessment
Models
Group Research on Models
Week 6
Seminar
/ Lab
Models of
Assessment
continued
Week 7
Seminar
/ Lab
Barriers to
Change
2.Organizing Portfolio:
Individual and Group Pages
Group Presentation on Models
Reading 5: Barriers to
Educational Assessment pp.
72-77
Barriers Forum
Unit 3:
Applying
Assessmen
t Action
Plans
Week 8
Seminar
/ Lab
Assessment Plan
Week 9
Seminar
/ Lab
Week
10
Seminar
/ Lab
Assessment Plan
Continued
Week
11
Seminar
/ Lab
Two Minute Paper
Power Point: 9 Steps for
Creating Assessment Plan
Concept Map for
Assessment Plan
Planning an
Online
Assessment
Webinar
Presentation Tools
and Techniques
Social, Legal, and
Ethical Issues in
Assessment
Website Resources:
Assesment Planning
Webinar Planning
Reading 11 (How Do We
Support learning online)
Power Point: Legal and
Ethical Issues in Assessment
3. Individual Assignments
in Portfolio
Three Minute Paper
Unit 4:
Wrap-Up:
What Does
it All
Mean?
Week
12
Seminar
/ Lab
Reflections on
Portfolio
Week
13
Seminar
/ Lab
Week
14
Seminar
/ Lab
Week
15
Assessment
Plan
Week
16
Reading 12
Reflections Forum
Reflecting on
Portfolio and
Course
Review of Major
Concepts &
Theories
Final Exam
Presentations of Assessment
Plans
Assessment Puzzle
4. Individual Reflections in
Portfolio
Debriefing and Review
Complete Portfolio
Submission
Final Exam
Instructional Strategies
ILT Masters courses use a blended learning environment with the course
management tool, Moodle on the SQU website. Students will need to log in
and find course materials and activities on the Moodle course, TECH 6102.
Students will be responsible for communication and the course activities
throughout the semester that are both face-to-face and online as assigned by
the instructor. In addition, this course uses the computer lab for the practical
portion of the course work. The applications and software for the course will
be provided or directed during face-to-face sessions. Instructional strategies
used in the course include lecture, group discussions, modeling, scenarios,
concept mapping, and portfolio development and student presentations.
Practical Work
Modeling, scenarios and presentations will be part of the activities used in the
course.
Dispositions
Habits of mind for lifelong learning
Demonstrates tolerance
Self-reflection on teaching and learning
Respectful of others
Works well with others
Reliable and trustworthy in words and actions
Supports and models innovative thinking and inventiveness
Demonstrates loyalty toward professional field
Takes initiatives to lead others
Shows enthusiasm toward work
Manages time well
Diversity
Individualized instruction addressed
Diverse needed of students addressed
Diverse teaching strategies addressed
Global communication strategies addressed
Course Requirements/Expectations
List the expectations/requirements/policies that you have about students in
order to let them complete the course successfully:
Attendance: instructor will take attendance for all classroom and lab
classes. Students are expected to attend all class times. Instructor will
follow procedures outlined in the Post-Graduate Academic Regulations
for Attendance.
Academic integrity: Instructor will follow procedures outlined above and
in the Post-Graduate Academic Regulations for Academic Misconduct.
Assignment and quality of work: Assignments will be graded using the
grading methods outlined in the course outline.
Attention to assignment deadlines: all assignments will be expected to
be submitted on or before the assigned deadline.
Guidelines for appropriate use of all technologies, including mobile
phones during class will be explained by the instructor.
Instructor will be available during posted office hours and by
appointment only.
Planning ahead is expected from all our Masters students. Honor
others time and efforts with timely completion of assignments and
presence in the classes.
Course Assessment
Assignments/Projects/Exams Required
During this course there will be several critical task assignments in addition
to the final. Some of these critical task assignments involve a longer time
period to design, develop, and implement the task; therefore, you will need to
plan ahead to successfully complete these tasks. You need to successfully
complete all critical tasks to receive a passing grade for the course.
TECH 6102 Online Course Portfolio: defining, designing, organizing,
reflecting, and presenting completed assignments on course e- portfolio (10%
of grade)
Online/In-Class Activities and Assignments (30% of grade)
Discussion forums: required participation in both in-class and
online discussion/presentation forums contributing views on the
issues related to Assessment. It is expected to respond to the opinions
expressed by peer students, in addition to posting your own
perspectives on the given topic to meet the deadline for each topic
discussion.
5
Readings/Responses: Readings, blogs, podcasts to read/listen and
respond to during the course. These will be part of the forums,
activities, and assignments of the class.
Beliefs Paper: Your philosophical and pedagogical beliefs on
education and assessment with the use of technology in your practice.
Blogs/Webinars/Social Networking Activities Reading,
participation, and evaluation of educational blogs/webinars/social
networking tools. These will be part of the forums, activities, and
assignments of the class.
Course Management Tool Course Designing Planning,
developing, designing, implementing online assessment and quality
assurance activities on Moodle.
Professional Development Plan and Presentation: (30% of grade)
Students are required to plan, design, develop, write, and present a PD plan
in this course which will focus on the development of a sample training plan
in an educational setting. In additions, students will be required to
implement a sample of the plan in the form of a workshop and present the
entire PD plan using innovative presentation technology.
PD Plan: A training plan describing a detailed professional development
plan based on course work. The plan will use a specific PD model with
supporting rationale on measures of quality training needs, planning,
development and evaluation implemented in the Omani or wider Middle
Eastern context. Plan criteria and rubric will be provided.
Presentation: A professional technology presentation detailing the
professional development plan will be delivered to the class and included in
the course portfolio.
Final Exam: (30% of grade). This exam will be a take-home exam that
reviews all the theoretical and practical skills practiced in the course. You will
be expected to deeply understand and explain the theories and the
connections between the concepts that create the professional development
philosophies we have developed together in the course.
Program Outcomes
After successfully completing the program, students are expected to be able
to:
1. Design, develop, use, manage and evaluate learning process/resources
that use technology in the various fields of education and training.
2. Develop positive attitudes towards the deployment and use of
technology in the areas of education and technology.
3. Disseminate innovations and lead change in the sectors of education
and training.
4. Conduct meaningful research in the areas of technology education and
training.
5. Develop e-learning systems and environments.
6. Manage and develop learning resource educational technology centers.
7. Provide quality assurance planning in the areas of education and
training.
Conceptual Framework Themes
1. Academic Rigor and Specialized Teaching
1 - A Demonstrates in-depth knowledge of the theories and govern
the discipline and guide its research activities.
1 - B Transfers and applies knowledge in real-world situations
2. Diversified Teaching
2 - A: Demonstrates in-depth knowledge of differentiated
instructional strategies.
2 - B: Initiates, designs and/or adapts instructional materials
creatively to respond to students developmental characteristics,
psychological needs and diverse backgrounds.
2 - C: Utilizes instructional techniques that promote critical thinking,
reflective thinking and problem solving.
2 - D: Designs and implements varied and fair assessment
techniques in order to assess students different abilities and uses
data to inform instructional practice.
2 - E: Reflects on own educational practices critically and
continuously in order to improve student learning.
2 - F: Collaborates with schools, families and community to support
student learning.
3. Dispositions and Values
3 - A: Observes Omani, Islamic and professional ethics/values in
performing his/her professional tasks.
3 - B: Creates and maintains continuous, supportive and safe
learning environments.
3 - C: Develops positive attitudes towards the profession and
contributes effectively to it.
4. Research Culture and Lifelong Learning
4 - A: Demonstrates in-depth knowledge of qualitative and
quantitative research designs.
4 - B: Conducts action, basic and/or applied research.
4 - C: Analyzes and interprets research studies properly.
4 - D: Makes his/her decisions based on research evidence and
data.
5. Technological Skills
5 - A: Uses technology to enhance professional development,
collaboration, and communication.
5 - B: Utilizes technology to support and assess student learning.
5 - C: Develops students use of appropriate technology to enhance
student learning.
ISTE (International Society for Technology in Education) Director
Standards
Standard 1: Visionary Leadership (a. Shared Vision; b. Strategic Planning;
c. Advocacy)
Standard 2: Digital-Age Learning Culture (a. Digital Tools and Resources;
b. Research-Based Learning Strategies; c. Assessment and Differentiation; d.
Student Technology Standards; e. Learning Communities)
Standard 3: Excellence in Professional Practice (a. Professional Learning
Practice; b. Information & Communication Infrastructure; c. Communication
and Collaboration; d. Current Research and Emerging Technologies)
Standard 4: Systemic Improvement (a. Innovation and Change; b.
Program Evaluation; c. Human Resource Management; d. Partnerships; e.
Technology Infrastructure)
Standard 5: Digital Citizenship (a. Digital Equity; b. Policies for Safe,
Healthy, Legal and Ethical Use; c. Policies for Safe, Healthy, Legal and Ethical
Use; d. Diversity, Cultural Understanding, and Global Awareness)
Standard 6: Content Knowledge and Professional Growth (a. Content
and Pedagogical Knowledge; b. Technical Knowledge; c. Leadership and
Management Knowledge; d. Reflection)
TECH 6108
Masters Course
Outcomes
Define concepts of quality
assurance and other
related concepts in the field
of assessment.
ILT
Masters
Program
Outcome
s
1, 2
CF
Theme
s
ISTE SPA
Director
Standar
ds
Assessme
nt
Type
1-A, 2A
3b, 3c, 6e
Assignment
s, Exams,
Projects
Analyze models and
methods of evaluation in
different learning
environments.
3, 4
5-B
2b, 6a, 6c
Assignment
s, Exams,
Projects
Analyze assessment
standards in instructional
systems.
4, 6, 7
4-D
2b, 5c, 6e
Assignment
s, Exams,
Projects
Understand the basic
components of leadership
in assessment literacy.
1, 2, 4
2-E, 3C
1a, 2b, 6c
Assignment
s, Exams,
Projects
Apply needs analysis in
assessment processes.
4, 7
2a, 4c
Design, develop, and
implement samples of
quality assurance planning
in educational settings.
1, 2, 3, 4,
5, 6, 7
1-B, 3A, 3-B,
5-A, 5C
1-A, 2E,
3-B
Assignment
s
Exams,
Projects
Assignment
s
Exams,
Projects
1a, 1b,
3a, 3c,
4c, 5c,
6a, 6c
Bibliography/Expanded Resources
APA Formatting Guidelines: Purdue University
8
https://owl.english.purdue.edu/owl/resource/560/01/
How to Create Your Own Electronic Portfolio
http://electronicportfolios.org/portfolios/howto/
ISTE Standards
http://www.iste.org/standards.aspx
Social, Legal, and Ethical Issues in Educational Computing
http://www.slideshare.net/sappingtonkr/02-legal-ethical-and-social-issues-ineducational-computing
Sultan Qaboos University Post Graduation Regulations, SQU Website
