Create content for a college-level class based on the attached rubric. All items must be included per rubric. Can be any type of class or subject matter.
The two-week project will consist, at a minimum, of the following elements in each week:
• Content (Video, Audio, Word, PPT, PDFs, or HTML, or other appropriate material) that provides material for one college level week of instruction
• An assessment (Test, Quiz, Drop-box assignment, or other evaluation method)
• A communication tool (discussion, chat, live classroom or other tool that allows interaction between students/students or teacher/student
Your course should also have:
• Class Syllabus
• Getting Started document
Element Acceptable Unacceptable
Syllabus Describes course, instructor, contact information, grade scale, assignments, course expectations, and class policies in specific detail.
Lack of specific details about grades, class policies, and course expectations.
Getting Started Describes in an effective manner how students should approach the course, do assignments, and use tools within the course. Document should be a written orientation. Document leaves out important information that would confuse the student. Document does not flow with how the course is laid out. One could not use the course without extra instruction from the teacher.
Content Content is clearly presented and properly formatted so that students understand pertinent material. Content should support the instructional design plan and be divided by important objectives. Content does not support lesson objective. Material does not flow in a manner that supports learning of objectives. Content is too large and not appropriate for selected audience.
Assessment Assessment aligns with material taught for the unit. Assessment is fair and designed to support learning objects. Assessment is not aligned with material. Questions or problems are not appropriate for audiences. Assessment contains typos or logic that has issues that cause the assessment to be unfair or “Un-attemptable”
Communication Tool allows for flow of communication between students or teacher/student. Tool should have purpose in the instructional unit and support learning objectives. Tool should be audience appropriate. Tool does not support learning objectives and lacks purpose within the course.