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Capstone Status

Report
LynnetteMann
26-Aug-18
Problem Audience
Student Learning Outcomes (SLOs) fail to get West Hills College
approval upon first submission. • Faculty (primary)
• Initial submissions of SLOs are poorly written • Staff
requiring revision and a second pass for
approval. • Administration
• Frustration are high when having to deal with
the SLO process.

Solution
Training to build the necessary skills to create well-written
SLOs.
• Self-paced modular training
• Practice
• Constructive feedback
• Assessment

2
Training

Module 1: • 24/7 access via Canvas LMS


∞ What are SLOs? • Open access to the training
∞ Why do we have them?
• Ease of Use - Point & Click
Module 2:
∞ What makes a well-written SLO?
• Record of participation and scores of activities

Module 3: • Follow-up with participants easily managed


∞ What language is best to use for SLOs?
Module 4:
∞ What types of assessments align with SLOs?

3
The State of the
Capstone
What’s completed; what’s left to do.

4
Deliverables

Project Proposal
Four (4) learning modules Document
• (Considering) Two styles:
• single mode
• individual modules

Captivate
• Knowledge Checks
• Interactive challenges
• Quiz assessments
• Custom feedback
SCORM for upload to Canvas
• Easy access

5
Where Am I Now?

Done
• Module 1-3 Capstone Module 1 Module 2 Module 3 Module 4
• Blueprint/Structure Project
• Slide Content (draft)
• Narrative (draft) Slide content Draft Draft Draft Complete
• Module 4
• Completed
Narrative Draft Draft Draft Complete
• Proposal (85%)
Knowledge
Planned Draft Draft Complete
To Do Checks
• Module 1-3
• Knowledge Checks Interactivity Planned Planned Planned Complete
• Practice Activities
• Assessments
Assessment Planned Planned Planned Complete
• Proposal (15%)
• Rewrite assessment section
6
Behind the
Scenes
Theories, Models, and Principles

7
Learning Theories Design Models

Behaviorism ADDIE
• Observed outcomes • Project broad aspect
• Practice ARCS (Keller)
• Feedback • Attention, Relevance, Confidence, Satisfaction
Cognitivism • Structure of the module
• Critical thinking Nine Events of Learning (Gagné)
• Problem-solving • Especially providing guidance, performance opportunities,
feedback, and assessment

Considered (but not strictly followed)


• Four Component Instruction Design (van Merriënboer)
• 5P’s of Motivation

8
The Act of
Balancing
Challenges on the horizon

9
Major Challenge: Time
Teaching (24 units) – West Hills College Teaching (15 units) – Mt. San Jacinto College
• MATH 100-C01 Prealgebra (MWF) • CAPP 122-1493 MS Excel (online)
• MATH 100-C02 Prealgebra (TR) • CSIS 101-1002 Intro to Computers (online - team)
• MATH 061-C01 Elementary Algebra (MWF) • CSIS 101-1003 Intro to Computers (online - team)
• MATH 061-C04 Elementary Algebra (online) • CSIS 114A-1584 SQL Programming Level 1 (online - team)
• MATH 025-C05 Intro to Statistics (online) • CSIS 124A-1356 SQL Programming Level 2 (online - team)
• NC 201-C01 Math Support (MWF)
• NC 201-C02 Math Support (TR) School – CSU Monterey Bay
 Build OER/ZTC Statistics course • IST 541 – Interactive Media
• IST 699 – Graduate Capstone
Committees – West Hills College
Family
• Student Learning Outcomes – STEM Area Representative
• David, Kate, Pi, Primus
• Student Success – Basic Skills Faculty Representative
• Mom & Dad – date days
• Prior Learning Assessment – STEM Faculty Representative
• 280 miles / 6 hours every 3 weeks
• Gig Economy Grant – Primary Lead/Curriculum Author/Faculty Rep 10
Questions
Lynnette Mann
951 282 0280
lymann@csumb.edu
http://itcdland.csumb.edu/~lymann/