DEPD 500 Self-Assessment

Name: Ryan Simons

Using the DEPD 500 rubric as a guide, score yourself for each of the listed criteria
In the comments column, list one or two examples of EP items, or parts of items, that represent your best work for this category.
Explain how the item or items exemplify high quality work on that category.
Describe any ways in which you feel you need to improve in this category.

Criterion

1.
Learning
objectives
2.
Learner-centered
design
3.
Active learning
4.
Interaction &
Collaboration

Accomplished
(7-9 pts)

All the objectives that were created are measurable, clear and
student centered. They start with LOTS in various activities and
Unit level work and then continue to HOTS the further along the
students go.
This course will be learning centered completely as it is being
transformed into a asynchronous online course. It tends to focus
on Kellers ARCS Model more than ADDIE. Focus on attention,
confidence, and relevance to job.
Plans include options for active learning and interaction with
fellow students when participating in the discussions, and
participating in a few activities.
The interaction and collaboration allow students to enhance their
knowledge and delve more into the content as they assume
various roles when necessary to learn about IPM Plans. Students
will not just communicate on their posts. They will Role Play
in some of their assignments. This provides a more interactive
and in-depth experience.

5.

Since this is an asynchronous online

course, facilitation plans may have to
be altered to meet students needs if
necessary. IT also requires more
planning and content development
upfront to assist students when needed.

Facilitation

6.
Clarity /
Organization

Developing
(4-6 points)

Activities are clear and well

organized. Instructions and
expectations regarding learners' participation,
behavior, and communication are made clear.

Beginnin
g
(1-3
points)

Comment
s

DEPD 500 Self-Assessment

Name: Ryan Simons

7.
Assessment

8.
Technology

9. Evaluation &
Implementatio
n

10.
Alignment

Learners will know what to do and how to do it. This has added
significance since this is an asynchronous course. Clear and
informative instructions and guided feedback will be provided
along the way.
Criteria for assessments are clearly stated and
appropriate for learners' level of knowledge or
skill. Learners have multiple, varied
opportunities for feedback and assessment.
Assessment methods are appropriately
organized for online learning. Again this will be a self contained
course. With assessment scenario or cumulative case study at the
end.
Media/technologies support productive
engagement in the activities, providing value to
the learning experience. Tools match learners
experience and skill level and can be supported
by the institution/organization or the instructor.
Plans and/or proposed ideas are appropriate for
the online course/training and reflect
understanding of online education at the
institution/organization. Evaluation techniques
will accomplish the intended goals and advance
an ongoing cycle of improvement. Not sure if I agree completely
with this as the SME has final say over the content and may
choose alternative presentation methods such as a webinar or
traditional class. Maybe even Blended Learning.
Relationships between course-, unit-, and
activity-level objectives are clear and
convincing. Assessments measure the
objectives, which are targeted well by the
activities and supported by appropriate
technologies.