Module Seven: Form 11

Module Seven: Designing for Best Practice

This form is an exercise in designing for best practice using Universal Design as a guide.

Notes about Universal Design, Accessibility
and Best Practices

List and describe briefly 5 places in your course design that you can deliberately incorporate principles of universal design and accessibility:

From http://www.cast.org/udl/index.html

1.  Developing content based on learning styles and abilities and using Blackboard as an asset.

2.  Providing links to research resources for students.

3.  Develop an assessment tool to measure student learning on a regular basis.

4.  Require discussion and peer assessment to measure student success.

5. Provide live chats on a regular basis to provide students with alternative means of student/instructor interaction.

List and describe briefly 5 best practices you have built into your design.  Refer to the rubric from which the idea came.

1. Request for student feedback during the course, not after the course finishes. Weeks 3 and 6 of the 8 week course would suffice and allow the instructor to adapt accordingly.

Faculty use of Student Feedback - Instructor uses formal and informal student feedback in an ongoing basis to help plan instruction and assessment of student learning throughout the semester. Cal State Chico

2. Incorporate the use of Blackboard as a means of discussion on a weekly basis and incorporate guest speaker videos more often. Require students to use Jing for their presentations.

Innovate Teaching with Technology - Course optimizes Internet access and effectively engages students in the learning process in a variety of ways throughout the course. Cal State Chico

3. Require self-assessments for each module of learning. Include peer reviews in group assignments.

Assessment and Evaluation of Student Learning - Students’ self-assessments and peer feedback opportunities exist throughout the course. Cal State Chico

4. Design additional activities to include comparative designs of Customer Service models with Quality Improvement models.

Instructional Design and Delivery - Course provides multiple activities that help students develop critical thinking and problem-solving skills. Cal State Chico

5. Develop a resource room for students use. Conduct live chats with students on a regular basis throughout the course. Review content and develop based on various learning styles and abilities.

Learner Support and Resources - Course offers access to a wide range of resources supporting course content and different learning abilities. Cal State Chico