Teachers open the door. You enter by yourself.
One of the most challenging jobs as a course developer is developing
Use the goals and objectives to define and develop the activities.
The assignment for a module should be directly related to the module
goals and objectives. For example, if you compare the objectives
of this module with the assignment you see they are very closely
Develop an assignment and articulate the type of feedback
the students will receive for one module.
Develop an assignment and articulate the type of feedback
the student will receive for one module.
The assignments you'll be completing are:
|develop an assignment for a module
||develop an assignment for your module
|articulate the type of feedback the
student will receive
||articulate the feedback the student
|categorize the assignment according to Blooms
||identify the level of cognition this activity
requires according to Blooms Taxonomy
|describe how your assignment leverages the Internet
||describe how your assignment leverages the Internet
Feedback is key to learning. All assignments should include feedback.
The feedback should be designed to help the student accomplish the
module objectives and to deepen the learning.
When designing an activity or assignment it is important to define
the quantity, quality, and immediacy of feedback students will receive.
What type of feedback will be the most constructive in taking them
beyond what they already know? Think realistically about what type
of feedback could be most helpful for students and what that would
require on the part of the instructor. Course developers need to
examine how much feedback students will receive, how soon will they
receive it, and how that feedback will be incorporated into furthering
the students understanding. It is of very little use for a student
to receive punitive feedback: "You got two questions wrong.
You should have studied." Feedback that helps the students
may be, "You got two questions wrong, now go and study those
two points further. Here are some links or examples that might be
Some feedback can be automated by online quizzes that serve as
study guides. When students get incorrect answers they can be provided
with links about where to go to get the correct answer. Some assignments
can require peer feedback. However, many online teachers have found
that it is helpful for the teacher to maintain some participation
in facilitating the peer feedback.
In the traditional classroom teachers set policies about asking
questions, seeking help, and when assignments will be returned to
students. In the online world, this type of communication is crucial..
How to Structure Assignments
Start with ideas and activities that answers the student's question,
"Whatís in it for me?"
Robert Mager states in "Making Instruction Work":
"Move from the big picture into the details. Since you know
the subject, you can think comfortably about any piece of it and
understand where it fits into the whole territory: they need a
map. Thatís what youíre there for. So start with the biggest picture
and then work towards the details
Ö Donít expect students to think about the abstract until they
have something concrete to think abstractly about."
Types of Assignments
Assignments fall into two classes: objective or inquisitive.
Objective assignments are used to assess, review, and apply factual
A learner can select from multiple choice answers and receive feedback.
If the instructor uses a course management software package, such
as Blackboard or WebCT, the grades can be automatically posted in
Use Objective Assignments to:
- automate grading
- reinforce mastery of factual information
- provide learners with instant feedback
Most objective assignments ask learners to interact only with the
content not with each other or the instructor. Objective
assignment are ideal for the multiple-choice format.
There are three basic functions of objective quizzes and tests:
- the gatethe student must master this content before advancing
- the onrampthe quiz can be used as a study guide where
computer gives constructive feedback until the student gets it
Example: Goal or Objective
- assessmentto assess how well the student mastered the
information. The grade they recede goes right into the gradebook.
Creative example of Objective Assignments
The students circle or check the most appropriate ratings for
themselves, and then fix the errors.
Writing Behavioral Objectivves
Study Guide Quiz for Diane Wang's HTML course
K Gibson's Standard Template Library (STL) for C++ Tutorial
Examples of Rubrics
Blue Web'n Site Evaluation Rubric
multimedia presentation checklist
There are two rubrics in this course
Rubric: Behavioral Objectives
Web Design and Accessability
Inquisitive assignments help people reflect, analyze, and extend
the learning. Some teachers teachers with large numbers of students
use combinations of collaborative inquisitive assignments and objectives
assignment. They often offer the collaborative inquisitive assignments
as extra credit or in leau of a quiz or test. That way, the students
who show initiative take advantage of the collaborative project
but, the instructor doesn't have to spend an inordinate amount of
time prodding and helping with group projects.
Use Inquisitive Assignments to:
- apply complex ideas or procedures
- demonstrate comprehension of complex ideas
- develop a project plan (budget, management plan, or publicity
- encourage creative thinking
- encourage questioning of abstract ideas
- spark the growth of unique view points and perspectives
Examples of Inquisitive Assignments are:
- "Explore Science" features highly interactive
science activities for students and educators allowing users to
change variables and see how that effects the outcome. For instance,
students can learn about additive and subtractive color by changing
the values and seeing the results.
- Round World Media developed several interactive lessons including
an interactive linear regression calculator that allows users
to enter in the x, y coordinates of points to plot a line of best
fit and identify outliers and an interactive lesson on probability.
Create an online community in your class
There are basically three types of collaboration in online learning:
- group project in which the participants produce something
- group discussions in which the participants discuss topics
- peer critiques in which people in groups provide constructive
criticism to each others work.
Read the following articles:
"Online Activities at Your (Electronic) Fingertips... A How-To
Guide for creating the best online activities that really work!"
by Scott Hildreth, Nancy Masterson, Ginny Wallace March 2000
"Collaborative Learning Using Online Tools" produced
"Teaching/Learning Activities" by the UMUC-Bell Atlantic
Virtual Resource Site for Teaching with Technology. shows samples
of online assignments.
"A Brief Summary of the Best Practices in College Teaching
"A Framework for Designing Questions for Online Learning"
Intended to Challenge the Professional Development of All Teachers"
compiled by Tom Drummond North Seattle Community College
Lin Muilenburg, MA University of South Alabama 2109 Woodford Court
Mobile, AL 36695 LinM@zebra.net Zane L. Berge, Ph.D.
This article describes a theoretical framework for designing questions
for starting online discussion and follow-up questions to maintain
the discussion. This framework is placed within a broader context
of discussion within a constructivist, online environment. Numerous
examples of discussion questions which were gathered from experienced
online instructors are presented with the goal of preparing students
and teachers to participate effectively in online discussions.
"Moderating Educational Computer Conferencing" by
Robin Mason Institute of Educational Technology The Open University