Reflective Journal 1

 Reflective Journal 1

Topics Covered:

1. Writing and Sequencing Learning Outcomes

2. Course Templates

Overview / Summary of Topics:

1. When producing learning outcomes, designers must create measurable and student-centered outcomes. Following this, designers must include action verbs such as define, construct, design, access, etc., rather than using the following: know, learn, understand, etc. All outcomes should be attainable and measurable to ensure that the student is learning and expectations are clear and concise. 

2. The course templates provide organization for students and instructors by placing content under tabs that are clear to both users. For example, under the main heading of content, users will see the following links: listed under content such as course home page, syllabus and schedule, weekly folders, and my grades. A course template may also be customizable for students and instructors to list other information, such as the student lounge or café. 

Item of Interest:

    The phases of course design interested me and how they can occur cyclically and simultaneously. The text stated that the instructor would tackle one part of the instruction at a time. The designer would begin with the analysis, complete it, and move on to the next item.  These phases include analysis, design, development, teaching and learning, evaluation, and revisions. 

Areas of Help or Clarification:

    An area in which I would benefit from further clarification is the utilization of a graphic syllabus. While looking at the layout, it was overwhelming, but over time it made sense and allowed me to see the structure and the importance of drawing the contents out to ensure that all topics were covered and implemented. Where I need clarification is if this is typically expected from Instructional Designers and if so, is there a universal template that’s necessary, or do designers have free reign of the designing of the syllabus?