Online Instructional Design Certificate Program UW-Stout

Instructional Design Certificate Program.

Training for designers, trainers, educators.
Online courses apply to ms degree. Low tuition, fast track to a Graduate Certificate in as little as 9 months!

Cohorts forming now. Join us! http://www.uwstout.edu/soe/profdev/instructionaldesigncert.cfm

Enroll Now! EDUC 762 Assessment in E-Learning

EDUC 762 Assessment in E-Learning

Online Course 3 semester hours graduate credit
Instructor: Maggie Rouman

Summer: EDUC 762 961 June 26 - August 18, 2017

Tuition, Due Dates, and Registration

• Tuition is the same for Wisconsin residents, out-of-state and international students.
• There is no registration fee and no program application.

You will learn how to

• Design assessment strategies for blended and online courses.
• Evaluate, select, and manage online assessment tools.
• Detect, document, and minimize plagiarism in the blended and online classroom.
• Align Bloom’s taxonomy with learning objectives.
• Create and use rubrics to define expectations and levels of achievement.
• Efficiently increase the quality of formative and summative feedback to your students.
• Use blogs, wikis, and online surveys to assess individual and group activities.
• Share a professional e-portfolio with artifacts of your learning.

Who Should Enroll

Educators and trainers interested in using blended or fully online delivery for courses or training, or adding web-based components to enhance face-to-face instruction. Participants may include:

• Technical and community college instructors (adjunct and full-time)
• College and university professors (adjunct and full-time)
• K-12 teachers (blended classrooms and virtual schools)
• Clinical healthcare educators involved in patient education, healthcare education, continuing education or in-service education, community health education, or academic healthcare education
• Trainers in corporations, professional associations, nonprofit organizations, government, and military
• Curriculum consultants, professional development coordinators, and distance education and continuing education leaders

Description

Performance-based assessment, summative and formative feedback methods to assess student learning in the online classroom.

Enroll in the course to meet your goals for 

• professional development
• continuing education
• license renewal
• graduate credits to transfer to another university
• an elective in the Master of Science in Education online degree.

This course is an approved elective in the Master of Science in Education online degree program and is one of the required courses for individuals pursuing the Graduate Certificate in E-Learning and Online Teaching.

Textbook

All readings will be provided online. There is no purchase of a textbook required.

Learning Outcomes

1. Demonstrate development and use of academic standards across the curriculum and application of standards and objectives in online classroom assessment and evaluation.
2. Analyze the assessment process including types of evaluations, the relationship of assessment to learning, institutional and curriculum objectives, online testing, high stakes testing, corporate assessment framework (CAF) and standardized testing.
3. Apply mapping to align assessment to learning outcomes, develop rubric criteria and select appropriate online assessment.
4. Apply current research and technology tools to create authentic assessment, discourse analysis, self and peer evaluation, rubrics, online surveys, tests and quizzes for self-paced tutorials.
5. Value fairness and adapt e-learning assessments appropriately for diverse populations of students, including students with exceptionalities.
6. Evaluate and utilize appropriate technology tools to support assessment, including blogs, wikis, audio, video, online surveys, and eportfolios.
7. Demonstrate research-based practices for choosing assessment models and apply plagiarism detection tools and support ethics, community building and team trust that help prevent cheating.

No travel to campus is required.

Participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.

The class is highly interactive with a significant discussion component.

All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox.

Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions.

This is not a self-paced course.

SIGN UP SOON!

Register online

The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information...

Request Information Online
Contact Us: Dennis O'Connor, Program Advisor
E-learning and Online Teaching Certificate
University of Wisconsin - Stout Menomonie, WI 54751
Phone: (530) 318-1145
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Instructional Strategies and Assessment Methods

EDUC 766 Instructional Strategies and Assessment Methods

Online Course 3 semester hours graduate credit
Instructor: Dr. Susan Manning
Summer: June 26 - August 17, 2017

Tuition, Due Dates, and Registration

Who Should Enroll

Students who have completed the prerequisite course: EDUC 765 Trends and Issues in Instructional Design

NOTE: This is the second course of the four required courses for individuals pursuing the Graduate Certificate in Instructional Design.

What You Will Learn

Course Description: Development of instructional goals, objectives and assessment of outcomes. Methods for assessing learner performance and mapping appropriate assessment methods to instructional strategies and learning objectives. Performance-based assessment and tools to assess learner performance. Design of formative and summative methods.

This course is an approved elective in the Master of Science in Education online degree program. 

e-Textbook

An e-textbook will be provided when you login to the course. You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet-capable device. It is not compatible with a Kindle Reader.

Horton, William. (2011). E-Learning by Design (2nd ed.). Pfeiffer. ISBN: 978-0470900024 

If you prefer to read a hard copy of the textbook instead of reading via your computer or tablet, you may purchase the book from online bookstores such as amazon.com, Barnes & Noble or textbooks.com. Be sure to allow for delivery time. NOTE the ISBN number and 2nd edition.

Also, you will review a few chapters in the textbook used in EDUC 765. Additional recommended web-based articles will be available via the course modules.

Learning Outcomes

Upon completion of the course, students will be able to:

1. Design well-defined instructional goals and learning objectives for all three domains.


2. Evaluate and select instructional strategies based on front-end analysis which includes a focus on providing equitable access to digital tools and resources for culturally and linguistically diverse learners.


3. Align appropriate instructional strategies with learning objectives.


4. Evaluate a variety of assessment methods for learning including authentic assessments, self and peer evaluation, rubrics, online surveys, e-portfolios, tests and mini-quizzes for self-paced tutorials.


5. Demonstrate research-based practices for choosing assessment models and align assessment methods with instructional strategies, objectives, and learning outcomes and justify selected assessment choice.


6. Develop tools to evaluate instruction using formative and summative assessment methods.

Course objectives are aligned with the following teaching standards:

Wisconsin Standards for Teacher Development and Licensure (WI DPI): # 4, 7, 8
International Society for Technology in Education, National Educational Technology Standards (NETS-T) #2a, 2b, 2c, 2d

National Board Teaching Standards:

• Use effective communication techniques, media and technology to foster active inquiry, collaboration and supportive interaction in the classroom.
• Use instructional technology to enhance student learning.
• Use formal and informal assessment strategies to evaluate student progress.

Course Concepts

1. How objectives, instructional strategies, and assessment are linked.  The critical nature of triangulation.


2. The importance of sequencing material at the various levels of instructional objectives, lessons, and topics.


3. Instructional strategies: when and how to include activities for direct instruction, practice, and transfer of learning.  Examples include narrated PowerPoint, video, podcasts, and screencasts, drill and practice, case studies, self-assessments, games, and simulations.


4. Assessing learning: methods for traditional and alternative assessments, including authentic assessments, self and peer evaluation, rubrics, online surveys, e-portfolios, tests and mini-quizzes for self-paced tutorials. The role of feedback in learning.


5. How assessment informs evaluation. Appropriate use of formative and summative data for decision-making and future development.

Because this class is asynchronous and open to you 24/7, you may participate from your home or work computer during hours that are best for your work and family schedule.

The class is highly interactive with a significant discussion component. All projects/assignments will be submitted via the course Dropbox and discussion board. 

SIGN UP SOON!

Register online

The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Request Information Online 
Contact Us: School of Education 
Online Professional Development
University of Wisconsin - Stout Menomonie, WI 54751 
Phone: 715-232-2693
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RDGED 706 Assessment & Evaluation of Reading and Language Development

RDGED 706 Assessment & Evaluation of Reading and Language Development

Online Course - 3 semester hours - graduate credit 
Instructors: Dr. Emily Hines and Abbie Oleson 
Summer: June 5 - August 18, 2017

Tuition, Due Dates, and Registration

Who should enroll?

This course is designed for classroom teachers and support staff at all levels including:

• Teachers seeking reading teacher certification
• Title I reading teachers
• Reading interventionists
• Special education teachers
• Literacy coaches
• Reading specialists
• Curriculum directors

You Will Learn

During this course you will individually assess two students -- a child at the emergent literacy level (entering or having completed kindergarten) and a struggling reader (having completed second grade, up to the freshman year in high school).

Students may include children from your classroom, neighborhood, home-schooled, church group, summer school or after school programs. No family members, children, grandchildren, nieces or nephews may be assessed for the field experience.

Course Description

A study of the interrelationship of qualitative assessment and evaluation to literacy development including current research in reading and language arts practices. Selection, administration and interpretation of formative and summative literacy assessments for the purpose of evaluating reading and language processes.

This course is a prerequisite for RDGED 707 Practicum in Reading Difficulties.

This is one of the required courses for individuals pursuing reading teacher certification, WI 316. This course is an approved elective in the Master of Science in Education online degree program. 

You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university or reading certification program.

Required Textbooks

Readings will be assigned from all of the following textbooks. (Some of the same textbooks will also be used in RDGED 705 Instructional Techniques For Assisting Students with Reading Difficulties course.)

Four Textbooks 
Purchase from online bookstores or online from the publishers. Note: Specific editions are indicated by the ISBN number.

1. Blevins, W. (2006). Phonics from A-Z. (2nd ed.) New York, NY: Scholastic. ISBN:978-0-439-84511-3 Available from amazon.com 
   (This book is also used in RDGED 701 Developmental Reading, RDGED 705 Instructional Techniques for Assisting Students with Reading Difficulties, RDGED 706 Assessment & Evaluation,  RDGED 707 Practicum in Reading Difficulties)
2. Leslie, L. & Caldwell, J. S. (2017). Qualitative reading inventory - 6th edition. New York, NY: Pearson Allyn & Bacon. ISBN 978-0134539409
   Also available as an e-text. ISBN-13 978-0-13-702857-3
   Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, order ISBN 0134539400. The Enhanced Pearson eText features and QRI electronic resources include embedded video and audio clips, forms, and figures. (This book is also used in RDGED 707 Practicum in Reading Difficulties.)
3. Caldwell, J.S., & Leslie, L. (2013). Intervention strategies to follow informal reading inventory assessment: So what do I do now? (3rd ed.) New York, NY: Pearson Allyn & Bacon. ISBN 13: 9780123907088 Available from Pearson or new and used from amazon.com.
   (This book is also used in RDGED 705 Instructional Techniques for Assisting Students with Reading Difficulties and RDGED 707 Practicum in Reading Difficulties.)
4. Shea, M. (2006). Where's the glitch? How to use running records with older readers, grades 5-8. Portsmouth, NH: Heinemann. ISBN: 978-0-325-00849-3  The accompanying CD is provided when purchasing the new copy of the book. The content of the CD will not be assigned but is useful when practicing the administration and scoring of running records.

Free Download

National Institute for Literacy (NIFL) booklet: Put reading first:The research building blocks for teaching children to readDownload and print 56-page-booklet color PDF (1.25 MB)

e-Textbook
One e-textbook will be provided after you login to the course. You will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet capable device. It is not compatible with a Kindle Reader.

McCormick, S. & Zutell, J. (2015). Instructing students who have literacy problems. (7th ed.). Boston, MA: Pearson Education, Inc., publishing as Allyn & Bacon. ISBN 13:9780133830934

If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the book from http://www.pearsonhighered.com or an online bookstore such as amazon.com  Be sure to allow for delivery time, and note the ISBN number and 7th edition.

Additional readings will be available online within the text of each module.

Learning Outcomes

The learning outcomes are aligned with the International Literacy Association standards. Upon completion of this course, students will be able to:

1. Analyze formative and summative reading and writing assessments for the purpose of evaluating reading and language processes.
2. Select, administer, and interpret appropriate reading and writing formal and informal assessments based on recent language learning research with a focus on meeting students' individual needs.
3. Compare, contrast, and analyze variables in student performance, and use assessment results to plan and modify instruction based on individual needs and strengths of each student.
4. Connect assessment data and instructional strategies to the recommendations of legislation (NCLB & NRP) and professional organizations (ILA & NCTE), and Response to Intervention (RtI).
5. Formulate a clear, concise and accurate report of assessment results delineating proficiencies and difficulties, determination of a child's reading, writing, and spelling developmental levels, and recommendations of research-based instructional strategies for use at school and in the home to strengthen the child's literacy.

Alignment with State and National Reading Standards

Participants in this class will gain experience that will help them meet the following Wisconsin Teaching Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. This class will help participants meet the International Literacy Association's Standards for Reading Professionals and the Content Guidelines for Reading Teachers State of Wisconsin - DPI.

No travel to campus is required.

This class is asynchronous and open to you 24/7.

Participate from your home or work computer during hours that are best for your work and family schedule.

The class is highly interactive with a significant discussion component.

All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. 

Activities are conducted according to a schedule with specific due dates each week. This is not a self-paced class.

Sign Up Soon!

Register online

The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Request Information Online
Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693
Browse Courses
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