Introduction 

  • The background is beautiful however the font color frequently fades into the busy background, which makes it difficult to read. Even though students won’t be accessing this overview, I think it would be worth finding an easier to read font color. 
  • You mention using Brightspace as a learning tool in the first paragraph, so I assumed it would be targeted towards university students, however that wasn’t explicit. I think that before you explain which tools you will use, there should be a statement of what you’re planning to teach, and to whom. When you do mention the audience, it is called “higher education students”. Is this exclusive to students enrolled at UVic, or is it meant for adults who have completed high school already? 

Delivery 

  • I appreciate that the educator is responsible for finding additional video supports for students. This ensures that the videos are accurate portrayals of what the teacher wants the students to learn, and helps reenforce information that the educator also delivered. Therefore, despite them likely having initially different understandings or perceptions of the content as you explained, the class will ultimately have a standard understanding of the content. 
  • Small group support allows for social connection and peer questions in a conversational way. By separating them from instruction, students can reflect on their own, and then bring questions to the table. Tutors can see what students are practicing on Quizlet, so they can see what might need extra explanation in small groups. I think this was a good way to make sure students are supported, but can work when their schedule allows.  
  • What technology do you plan to use for group meetings and presentations? 

Learning Outcomes and Assesssment

  • You have very clear and simple learning outcomes. I think that if someone were reading through a course overview, this would help them determine if they think the course addresses their goals.  
  • Two learning outcomes are describe specific characteristics of Chinese culture, and describe some characteristics of Mandarin. The assessment plan describes that the quiz will evaluate a student’s ability to differentiate between Chinese and English. Ideally, assessment plans match the learning outcomes, so it may be helpful to add in the learning outcome that they will be able to identify specific differences between Chinese and English culture, and Mandarin and English languages. This learning outcome is supported by direct instruction, which encourages the use of examples and non examples.
  • I like that you have different methods of assessing for different learning outcomes. You recognize that not all assessment strategies are applicable to all skills. It may be helpful to add an example quiz question, because within quizzes true/false, multiple choice, and short/long answers explorations assess different skills. For example, you mention that it will give a visual representation of a student’s proficiency. However, if the quiz is a series of true/false questions, it would be easy to guess the right answer. 
  • You explain that students will be able to have a brief and simple conversation in Mandarin, and will demonstrate that ability by doing so in the group discussion space. Will this be different from the group presentation? I think it would be helpful to describe when the instructor will witness and evaluate these basic conversations.
Interactive Learning Resource Draft-Pod 2