IDT400x
This process-oriented portfolio covering Course Evaluation & Capstone Project exhibits the components that make up a functional minicourse for Learning Management Systems (LMS). Key tools provide metrics for assessing learning: syllabus, survey, discussion, assignment, and quiz. An implemented course rubric and screencast presentation in the final weeks showcases these key features resulting in a quality, original minicourse,
Oishii: A food lover's Japanese language course.
Week 1
Minicourse Features
& LMS Declaration
This week considers key features required of Oishii!! A food lover's Japanese language course from a Learning Management System (LMS). Canvas will fulfill this lifestyle enhancing course.
​
Canvas is ubiquitous at various institutions of higher learning and adult education. For its simplicity, user-friendliness, and widespread use and device compatibility, my choice is Canvas. I would like to present Oishii as an enrichment course for higher education. I'd also like to set it up as a learning language enrichment course complete with video assignments to show and tell Japanese food culture.
​
The traditional syllabus, assignment, discussion, and quiz formats will support each module on language learning with washoku.
​​
​
Kaiseki photo + lettering by Yoko Ichikawa at Matsuzakaya Honten
Week 2
Kirkpatrick Level 1
Kirkpatrick Level 1 captures the participant's Reaction in order to find areas to improve. Reactions include level of engagement, emotional responses, and perceived relevance of training. The goal is to optimize learning through a positive environment that engages learners.
​
Composite of helipad atop Tokyo Scramble building + Hakone Open Air Museum sculpture; photos by Yoko Ichikawa
Week 3
Kirkpatrick Level 2
Kirkpatrick Level 2 attempts to capture the participant's learning outcomes. Quizzes, assessments, and exercises evaluate learner's knowledge retention against course objectives.
​
Egghead simulator at exit of Hakone Open Air Museum; photo by Yoko Ichikawa
Week 4
Discussion & Assignment Prompts
A well-designed and active online discussion can support peer-to-peer learning, foster meaningful connection and network of support, while expanding the context of learning. Students can synthesize what they've learned and apply it to contexts they are familiar with and thereby engage with the lesson on a deeper level. Instructors can, in turn, assess level of learning and provide more personalized feedback that benefits the whole group.
Prompts should directly target learning objectives. Well-crafted questions seek specificity, critical thinking, and open-ended responses. Educators can further update and curate topics with relevant multimedia sources.
How one sets the stage for constructive engagement can either stimulate or inhibit engagement. Clear guidelines for participation and netiquette can include weekly contributions expectations and even timing of responses.
​​
Sticker dispensing machine, photo by Yoko Ichikawa
Week 6
Learning Theory/ID Models & Opening Presentation
Learning Theory and Instructional Design Models provide frameworks for creating effective learning tools and roadmaps for success. Learning Theories provide different instructional strategies and vantage points from which to measure and provide learning. Instructional Design Models, on the other hand, considers the best workflow to create, update, and measure a course's success. Oishii primarily employs Constructivist and Andragogy-oriented strategies in its design. ADDIE comprehensively lays out stages of development that I have employed as an instructional designer.
Photo by Alize Marchand
Week 7
Minicourse Syllabus
assignment expectations, as well as an outline of the course. Classroom policy as well as instructor office hours and contact information are key to
Background photo by Scott Webb
Week 8
Minicourse Evaluation
Photo by Danil Lysov, Pexels