Quality Learning and Teaching

Posted byredlovePosted inCourse Design, Online Teaching, Teaching Strategies

I am going to design my courses based on the following guidelines of Quality Learning and Teaching and Universal Design for Learners (UDL).

(With the expectation to design for each learner and meet their individual learning goals, a test-driving plan for the course is given in Reflection 4: Teaching Plan of Action for COMM4230 Nonverbal Communication class)

QLT Section 1: Course Overview and Introduction Action Statement

When planning a course, the overview and introduction will provide a clear framework reflecting all aspects of the course environment relevant to the needs of the student population. This will include a course overview statement, behavioral expectations, procedures and contact information. For these components to be effective, it will be essential that they are written in clear and concise language appropriate for the audience with visual supports and that all materials are available for parents/learning coaches.

QLT Section 2: Assessment of Student Learning Action Statement

For assessment of student learning to be effective, it will be necessary to begin with specific, well-defined learning outcomes. Presentation, practice and assessment of these outcomes will provide measurable data and include a variety of factual, inferential and critical thinking questions. Assessment instruments will be appropriate to student ability levels and be offered in a variety of formats. Grading policies will be clearly defined and reflect opportunities for student achievement.

QLT Section 3: Instruction Materials and Resources Action Statement

A list of required instructional materials and resources that support learning outcomes will be identified at the beginning of a course allowing students adequate time for procurement. Based on student demographics, these materials will be provided by the school or available as Open Educational Resources. These materials will target multiple modalities and learning styles and be appropriately cited throughout the course. All technology will be made available by the school, and all instructional materials and resources will be accessible using that technology.

QLT Section 4: Student Interaction and Community Action Statement

To promote student interaction and community, students will begin the course with a series of warm-up and introductory activities designed to help them get to know one another better. These introductory activities will include ice breakers, online expectations, peer-to-peer engagement opportunities, fundamental concepts and will outline course navigation. This navigation will be logical, consistent, efficient and support the acquisition of learner outcomes.

QLT Section 5: Facilitation and Instruction Action Statement

It will be the role of the instructor in this course to present materials and concepts in a manner that is approachable, understandable and engaging providing students with multiple opportunities for success. The instructor will clearly outline overarching educational standards, unit objectives and daily learning targets supporting this framework with consistent and meaningful experiences. The instructor will then make adjustments as needed based on data collection and frequent checks for understanding.

QLT Section 6: Technology for Teaching and Learning Action Statement

Within the current Learning Management System, the instructor will use technological tools and resources available to support learning outcomes and promote engagement. The role of the instructor includes ensuring these materials are accessible using school offered devices and that the formats used provide for ease of assignment completion and submission.

QLT Section 7: Learner Support and Resources Action Statement

The course overview/syllabus will include a clear explanation of technical support (help desk) services available for students with technology issues. The overview will also include resources and supports available (non-academic, non-technical) that may be required to promote student achievement. As a part of the special services program, this will include a listing of assistive technology tools and applications.

QLT Section 8: Accessibility and Universal Design Action Statement

To promote accessibility throughout the course, the instructor will support a range of learning styles and abilities making sure to address modifications of content and learning environment accommodations as written in the Individualized Educational Plan (IEP). The instructor will clearly identify his/her role as the facilitator in this process and additionally make it a priority to follow the principles of Universal Design when developing the course and its materials.

QLT Section 9: Course Summary and Wrap-Up Action Statement

To monitor success and offer autonomy in the learning process, the course will include many opportunities for questions, discussion, instructor and peer feedback and reflection throughout. Students will be encouraged to identify individual learning goals/expectations and chart their progress during the learning period. The course will conclude with a summative evaluation of the learning experience and celebration of accomplishments.

 Resources

For Quality Learning and Teacing (QLT) Instrument:

For comparison purposes, the Quality Matters instrument:

Universal Design for Learning

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