SOCI 3991 students engage in in-depth study of topics in the sociology of diversity. The previous version of the course took a political science approach to social diversity with its emphasis on the policies of multiculturalism, Charter issues concerning competing rights, the nation state vs. civil states, and the history of Quebecois nationalism. The rationale of the major revision was to update the content using a more current, sociologically focused topics which include contemporary experience of social/cultural diversity: how difference/diversity is generated, how it is categorized and problematically managed, how it is “lived” on the ground, and what issues of exclusion, discrimination, colonization, differential surveillance/policing, etc. are produced on its basis.
I worked on this project in 2021 and 2022, my third and fourth year at TRU, and had the advantage of seeing a thorough OLFM report on why the course needs a revision. This report included an assessment review and recommendations, and was very valuable as starting point when the development team discussed the vision for the course.
| Criteria | |
| Planning 1) Documents provide evidence of best practice in instructional design by considering project goals (from EPC documents and brief reports), target audience, delivery methods, learning outcomes, assessment, learning activities, resources, etc. (See meeting notes and blueprint for details.) All elements of planning must be included. SOCI 3991 Evidence of Planning: The SOCI 3991 development team consisted of two highly experienced SMEs. Accomplished educators in both face to face and online environments, both SMEs worked as OLFMs in the existing course sections. They used their knowledge about what worked and didn’t work to make improvements, collaboratively. We spoke about alternatives to existing assessments, and what technologies would best support the new ideas. Our planning process started with planning meetings and blueprinting. | Any evidence which contains personal identifiers is password protected and only accessible to members of the performance review committee. |
| Pedagogical Guidance 1) Provide templates and other resources and supports 2) Outlining different pedagogical approaches and best practices in using technology and media 3) Provide constructive feedback or commentary to the SME on the content, pedagogical approach of activities and assessments SOCI 3991 Evidence of Pedagogical Guidance: The SMEs requested to work from the existing course documents rather than module templates, and I worked with Production colleagues to make them available. The team was motivated to change the course assessments so that they would be more interactive and engaging, and we discussed different pedagogical approaches and technologies to support them. Please find examples here. | |
| Attention to Detail 1) Substantive editing (provide draft documents with comments/track changes) 2) Cohesive design (all elements/resources are connected) 3) Ensuring the accuracy of the course content SOCI 3991 Attention to Detail: Please see course working documents for evidence of attention to detail. Since we worked from the existing course documents, we didn’t have to change elements that worked well. We reused some resources and updated activities and assessments. This course is the first OL course using a Moodle Glossary tool for assessment (evidence in planning and pedagogical guidance of this rubric), and I carefully tested and reviewed the functionality of the tool and its suitability for the course. | |
| Project Management/Teamwork/Leadership 1) Familiarize SME with OL processes and project scope 2) Coordinate OL media, IP process, OL resources, editing, production (Process documents provide evidence of attention to all aspects of the development process (e.g., tracking of third-party items, coordination of media, etc. as relevant). 3) Manages schedule and timelines 4) Contributes effectively to a collaborative team environment 5) Provides leadership and encouragement that promotes successful project completion 6) Steps taken to resolve issues or problems affecting course development project SOCI 3991 Project Management/Teamwork/Leadership: SOCI 3991 course development project management, teamwork and leadership evidence can be found here. I communicated with OL Resources about possibilities to make this course ZTC (zero textbook cost), and there is further evidence of teamwork with OL Production. |
| Course Component | Criteria |
| Course Guide and OLFM Guide | Course Guide and OLFM Guide templates have been used and adapted as needed. |
| Course Structure | Course Structure: 1) The overall course is structured in a logical, consistent, sequenced, and efficient manner. 2) Student and instructor workload is appropriate and reasonable for the level and number of credits for the course. 3) Instructions are clear, include rationale for activities and assessments, and provide seamless connections between the various elements in the course for the student. |
| Learning Outcomes | Learning Outcomes: 1) The course learning outcomes are measurable and reflect the course description and level of the course. 2) The module/unit learning outcomes are measurable and consistent with the course-level outcomes. 3) The learning outcomes are appropriately designed for the level of the course. |
| Assessments | Assessments: 1) The types of assessments selected measure the stated learning outcomes and are consistent with course activities and resources. 2) Specific and descriptive criteria (rubrics, marking schemes) are provided for the evaluation of students’ work and participation. 3) The assessment instruments selected are sequenced, varied, flexible, and appropriate to the content being assessed. 4) Sufficient and varied opportunities for formative feedback are provided. |
| Learning Activities | Learning Activities: 1) Learning activities are tied directly to the learning outcomes and assessments. 2) Activities are appropriate to course modality. 3) The instructional materials have sufficient breadth, depth, and currency for the student to learn the subject. 4) The instructional materials are free of bias, culturally inclusive, and provide flexibility and choice. 5) Learning activities foster student-instructor, student-content, and if appropriate to the course, student-student interaction. 6) The requirements for student interaction, if applicable, are clearly articulated. 7) Learning activities provide scaffolding opportunities for building foundational knowledge and skills within the course. |
| Media, Tools, IP, Resources | Media, Tools, IP, Resources: 1) Resources, including media and educational technology tools, support the learning activities, and are appropriately chosen to deliver the course. 2) All third-party materials are identified, cited and permission requested if necessary. |
SOCI 3991 is a more traditional course in its activities and assessments, as is appropriate for a third year course. Students research, read and view academic content and are invited to think critically. I am looking forward to see how the Moodle Glossary activity works in the live course, and I am excited about the synchronous online OLFM and student virtual meeting that is built in as a mandatory component of the course.