Instructional Goals and Objectives:
The design of this learning module incorporates a systematic process of transferring educational content to the student. The learner begins with three introductory levels of course material, focusing on a general, conceptual understanding of the subject matter. They are labeled, “Course Goals” and numbered 1 – 3. Once this foundational information is viewed, the student works through multiple choice quizzes, the intent being to quickly reinforce knowledge transfer of the material that was just presented.
Sequence and Organization:
The opportunity to drill down into specific categories of course material is the next design phase. This branch of instruction is labeled, “Focus On” and numbered 1 – 6. The “Focus On” set of content encourages the integration of new knowledge with previous knowledge by placing a selective focus on key information. Reviews, analogies and examples are listed on the website page to encourage examination. Students are then expected to demonstrate progress by completing a series of interactive activities. This branch of the course is named “Learning Outcomes” and is also numbered 1 – 6. Students are tested for retention and transfer using drag and drop tests and quizzes.
Instructional Strategy: My course goals support a constructivist pedagogical philosophy by incorporating learner based activities that help students measure their own progress. They are able to freely move between the course modules and have supporting educational material to view (videos) that offer extremely clear, well documented information. The purpose of this course is to educate students on a very specific form of environmental hazard that our oceans are experiencing, and the progression of general to very specialized information is supported in the structure of the course. Each student will learn the facts, then be encouraged by the “Solutions” Course Goal, and it’s subset of lessons. It is an intentional goal to not frighten or worry students with environmental warnings, but to teach them the hopeful and promising aspects of working toward attainable solutions to the problem. Examples of this can be seen in the videos listed in the “Solutions” category, where scientists and local people work toward a better outcome for a sustainable future with healthy oceans.
Learners: This instructional module is for anyone interested in learning how human activities influence the health of the ocean ecosystem. The targeted intellectual age group for this module is high-school to young adult students. More information is detailed in the Learner Analysis in the Analysis phase.
Context: The context of content development for this course involves the general characteristics of a Common Core Earth Science course, as well as a deeper examination of the topic to further educate the learner in a specific aspect of Environmental Science.
Assessments: Assessment activities throughout the course occur when students engage in course-ware testing. Criteria for the assessments include a need to measure knowledge and comprehension after each course level is introduced. Assessment instruments would include a number of different testing methods such as: True/False Quizzes, Sequence Quizzes, Fill-In-The-Blank Quizzes, Matching Quizzes, Drag-Drop Quizzes and Multiple Choice Quizzes.
Delivery Method: This course will be delivered as a web based, e-learning experience. Students will engage in asynchronous study and will need access to a pc or mobile device with an Internet connection. The student will use a browser to open the Captivate learning module and will read all course content online.
Mockups of website pages: