module also has an assessment at the end, always consists of 10 questions,
15 minutes, 70% for passing rate and
they will give feedback and they will be able to attempt until they master
this topic and also we have a learner satisfaction survey
at the end in which they can provide with comments so that we can
keep improving the course.
Hello and welcome to my custom presentation for the Potter Fundamentals mini-course.
adult beginners who want to build essential pottery skills. It's fully asynchronous,
but learners can progress at their own pace, but also integrates collaborative peer
feedback and discussion boards. The goal is to combine flexibility with engagements,
practice on their own, but also as part of our community.
design document that lays foundational elements of the course from the description target
audience through the modality
course, the course learning objectives, how that links to every module,
what learning activities and assessment strategies I've used,
then some resources here,
the instructional design modules,
models that I use.
I drew from the rapid instructional design on iterative
prototyping and obviously understanding by backwards alignment.
Then we have the learning theories.
I anchored the course in Andragoggi, adult learning theory to allow
choice relevance and connection pottery
classes. I also use Constructivism Strategies,
Reflections, Peer Interact, Interaction,
and Behaviors supports the Knowledge Checks and Robrics to balance autonomy
And all of that, at the end,
I believe you also have the Data Media Library,
but I wanted to show you that all of what I just said actually
support my course structure.
four basic modules, on basic conflicts,
hand-building, wheel-throwing, glazing,
and firing. All of supported by micro-learning library with
videos and resources. All of the course
outcomes and learning objectives are If you see the detail of
the learning objectives you will find cross cutting objectives with more like reflection,
peer feedback, troubleshooting stuff.
And yeah, I also apply accessibility building
transcripts, alternate test, different ways of engaging,
drawing from universal design learning principles,
clear rubrics, self-reflection, and together all of that ensure that learners can personalize
while staying supported. At end, the learning design decisions create the learner center flexible
and robust scores architecture that I believe I have,
and let me show you a little bit what it means in the platform.
So taking a quick tour,
each module follows consistent structures,
so all of them have an introduction. It follows by
lecture interactive lessons with videos,
process cards, flipcharts, quizzes,
reflection questions,
some resources that they can download,
stuff like that, like images, infographics in the lectures,
all of the modules have that and then it follows by an assignment.
It's more or have a feature assignment apply skills directly to their own pottery
projects and all of the modules have discussion embedded
in the module in which they can interact with peers.
All of the assignments supported by rubrics.
there's clear description, instructions,
guidance, and a rubric, whether it's in the platform or whether the rubric
is embedded directly as PDF with
a course branding, also used in it.
So all of this at the end ensures productivity and
structure in alignment with which help learners feel confident while
they progress through the course. Let me just show you
how it looks what I just said.
So the course has an introduction.
has the syllabus here explaining a little bit of the objectives,
the weekly by weekly work that they have per module,
the type of activities that they will be doing, Instructural contact details
requisite, technology requirements, the graining policy, the final project policy,
interrogate policy, accommodations for students with disabilities,
Again, every module has a welcome page, then the lectures which will have different
elements as videos, transcripts here,
some of the lessons are from Rice,
built-in squirm, so you have images with alternate tests,
some quizzes, again different ways to interact
with the different content. Yeah,
some of them will some resources for them to keep,
for example, in this one, all of them have a key takeaway section,
but for example, this one has a downloadable checklist that
they can keep with how to organize their studio setup,
etc. We can see,
hand built-in techniques module, again,
different ways with the content,
some videos, etc.,
etc. Then, I mentioned,
there's the feature assignment. All of them will have to upload a
file and the discussion boards, also,
always in pilot format.
After that, as I micro-learning library of resources per topic,
with some videos with tips and tricks and troubleshooting things.
We also have a co-created resource library that I hope students
help fill down and they engage with to build community.
And then the Capstone project is a conclusion.
Learners will present one complete buttery piece along with
a reflection on their process challenges and successes.
The grading criteria will be creativity and design,
technical skill, process articulation and presentation.
At the end, this Capstone activity gives learners the chance to celebrate your growth,
the mainstream mastery, and receive constructed feedback from
the structure. To ensure quality,
I review my course against the rubric and actually it
shows that the course meets the standards clear learning objectives,
alignment of activities assessment,
accessibility features, welcome
orientation content, consistently out on design,
multiple activity types and ways to engage with the content,
accessibility features like captions tests,
but some for improvement were identified.
I think like adding a short course orientation video,
for example, on how to navigate the platform, how to see your grades,
providing samples, students and missions for key assignments,
accessibility check, contrast, readability, clarifying workload expectations per module,
even a biweekly basis, overall the
I almost forgot to mention that also every module has,
ah, an assessment that will be able to help to give us,
ah, insights on whether the content that we have developed and designed for each
module is, ah, meeting the objective.
So are we able, to get learners to acquire the knowledge and skills that
we were aiming for? also at the end.
We have a learner satisfaction survey that will also,
provide us with another chance of hearing from learners,
what's working, what's not, and be able to have continuous improvement in our,
ah, course, which is very important.
thank you again for your time. And I, I look forward to your feedback.
back.