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DLTI Assignment 1 – WebCT Introduction 1
Assignment Overview This page provides a brief overview of the assignments for this course. Details on each assignment are included in WebCT.
Description Points Due Assignment 1 WebCT Introduction and Discussion Posting
Post your intro and a reply to one of the discussion questions.
5
Assignment 2 Collaboration on Netiquette Rules Examine the web resources on Netiquette, then collaborate with your small group to develop your own set of rules. Post these rules to the class.
10
Assignment 3 WebCT Discussion on DL Technology 5
Assignment 4 WebCT Discussion on DL Design 5
Assignment 5 Assessment and Feedback using Videotape 30
Part A WebCT Discussion Reflect on the 10-step process and self-assessment and feedback. Each discussion is worth five (5) points.
10
Part B Assessment and Feedback using Videotape Analyze a videotape segment using Dr. Marty Taylor’s work as a guideline.
20
Assignment 6 Collaborative Assignment 35
Part A Research a topic of choice and prepare to lead a discussion group Collaborate with a small group to research a topic and prepare to lead a discussion group.
10
Part B Facilitate an online discussion Lead the online discussion regarding the results of your collaborative assignment. Prepare discussion questions ahead of time, introduce yourselves in the discussion and respond to student postings.
15
Part C Participate in Student led discussions 5 Part D Group Self-Assessment
Complete a questionnaire on the group process 5
Assignment 7 Action Plan How will you continue to develop your skills as a distance learning facilitator? Submit a plan for your hands-on application (Option A, B).
10
DLTI Assignment 1 – WebCT Introduction 2
Important: Be sure you follow the guidelines in your Student Handbook throughout the course for each assignment.
• Guidelines For Use Of Technology • Security of the Online Environment • Guidelines For WebCT Discussions • Guidelines For Written Assignments
DLTI Assignment 1 – WebCT Introduction 3
Assignment 1 – WebCT Introduction
Participate in WebCT discussions
Description
Goal: The goal of this assignment is twofold. The first goal is to verify that you can compose a new message and reply to an existing message in a WebCT discussion. Since most of the communication and discussion in your courses will be accomplished using the WebCT discussions, the ability to post and reply to discussion messages is required for success in the program. The second goal is to get to know you and for you to get to know each other.
Objectives: • To use the WebCT discussion group to post your introduction • To use the WebCT discussion group to reply to a discussion
question • To follow the “Guidelines for Discussion Groups” from the
Student Handbook • To share your introduction and learn about others in your
section
Approaching the Assignment To prepare for this assignment, you need to: • Complete all the activities up to this point. • Read or review the sections in the WebCT User Guide
covering discussion groups. • Review the section in the Student Handbook on “Guidelines
for Discussion Groups.” Look at what you will be asked to post and compose an articulate response. Think about it before you get online so that when you are ready to post, you know what you want to say.
DLTI Assignment 1 – WebCT Introduction 4
Completing the Assignment Note: It is strongly recommended that you compose your posting for assignments off-line in MS Word and save them in a document. This will ensure recovery in case of a technical problem on your computer, WebCT or the Internet. You can copy and paste your text into the discussion posting in WebCT when you are ready. This assignment has two distinct parts as described below. WebCT Introduction In order to complete this part of the assignment you should: • Post an introduction in the discussion group named
Assignment 1 Introductions. A key part of the discussion groups is posting to the correct discussion. You will not be given credit for responses posted in the wrong discussion group.
• Include the following information in your introduction: o Your name o Where you live o Where you work o Why you chose interpreter or ASL education as a
profession o A “personal” tidbit (hobby, family, etc.)
Response to Questions In order to complete this part of the assignment you should: • Post a “reply” in the discussion group named Assignment 1
Questions. Within this group there will be four initial postings, one with each of the following questions. Reply to one of these questions with your thoughts on the topic. This should develop some nicely organized threads. Question 1: If you have recently attended some training seminars, courses or presentations, indicate if the training experience was good or bad, and why. These can be face-to-face or distance delivered courses. Question 2: What do you think your biggest challenge would be as an online facilitator? Question 3: Why are you interested in doing this distance-
DLTI Assignment 1 – WebCT Introduction 5
learning program? Do you see any drawbacks? Question 4: What challenges do you see in implementing distance-learning technologies for interpreter education or ASL instruction?
Grading This assignment will be graded using the Assignment 1 rubric. Notes about grading for this course: Each assignment in a course carries a specific point value. The total for all assignments in the class will add up to 100. Grading for all assignments will be done using “rubrics” as guidelines. A rubric usually contains details on what is expected for an A, B, C or D quality assignment. These rubrics can help you focus on what is expected of you for the assignment.
DLTI Assignment 1 – WebCT Introduction 6
DLT
I A
ssig
nmen
t 1
– W
ebCT
Int
rodu
ctio
n 7
Ass
ignm
ent
1 Ru
bric
: Int
rodu
ctio
n an
d Re
spon
se t
o Q
uest
ion
This
par
t of t
he a
ssig
nmen
t will
be
grad
ed a
s fo
llow
s:
CA
TE
GO
RY
C
ompl
eted
(ful
l poi
nts)
N
ot C
ompl
eted
(no
poin
ts)
Timelines
s
Req
uire
d po
stin
gs a
re m
ade
by th
e du
e da
te.
Late
ass
ignm
ents
will
lose
one
gra
de le
vel.
Intr
oduc
tion
2.
5 po
ints
Pos
ted
in c
orre
ct d
iscu
ssio
n gr
oup
(Ass
ignm
ent 1
– In
trodu
ctio
n) a
nd
incl
udes
info
rmat
ion
requ
ired
in th
e as
sign
men
t.
Not
pos
ted.
Que
stion
Reply
2.5
points
Pos
ted
as a
RE
PLY
to a
que
stio
n in
th
e A
ssig
nmen
t 1 –
Que
stio
ns
disc
ussi
on g
roup
and
resp
onds
dire
ctly
to
the
ques
tion.
Not
pos
ted.
Not
e: (I
f you
do
not p
ost i
n th
e co
rrec
t gro
up o
r do
not
pos
t cor
rect
ly, y
our
SF w
ill n
otify
you
and
giv
e yo
u a
chan
ce to
rep
ost.)
Th
e pu
rpos
e of
this
act
ivity
is le
arni
ng to
pos
t cor
rect
ly s
o th
e Se
ctio
n Fa
cilit
ator
s w
ill p
rovi
de fe
edba
ck o
n th
is p
roce
ss if
nec
essa
ry.
Futu
re p
ostin
gs w
ill lo
se p
oint
s if
they
are
not
pos
ted
corr
ectly
.
DLT
I A
ssig
nmen
t 1
– W
ebCT
Int
rodu
ctio
n 8
DLTI Assignment 2 – Netiquette 9
Assignment 2 – Netiquette
Collaborative project to develop “Internet Etiquette” rules for your cohort group
Description Goal: The goal of this assignment is to develop your own rules or guidelines for Internet manners. Objectives:
• To use the WebCT discussion to collaborate on a project. • To develop “internet manners” for your cohort group.
Approaching the Assignment This assignment is important because it introduces you to the idea of collaborating with your colleagues in class via the Web. As you progress through your coursework, you will have other projects that require collaboration. These collaborative projects can take multiple forms (discussed in Lesson 4 of this course). Secondly, the assignment is important because of the product that you will be producing. As a DO IT Center student, you will be communicating with colleagues via the Web. You will be working on projects together, sharing thoughts and ideas. Sometimes you will agree; sometimes you will disagree. It is extremely important that you all follow some basic rules of etiquette to avoid hurt feelings and misunderstandings, and to make the best use of the discussion groups and emails. A new term has been coined for Internet etiquette – “netiquette”. Rather than the DO IT Center publishing what the rules will be, you now have a chance to develop your own rules by working together. It is important that you approach this assignment with an open mind. Some of you may not have a lot of experience collaborating with others to accomplish a task. Others may not be comfortable with communicating in writing and would prefer to do this face-to-face. This assignment will introduce you to the process of collaborating online, when you can’t be face-to-face!
DLTI Assignment 2 – Netiquette 10
Completing the Assignment In order to provide you with more practice on using the discussion groups and to give you a first taste of “collaborating on the Web”, you will need to collaborate with a small group to develop a set of netiquette rules for this class. In order to do this you need to: • Look for a posting in your Homeroom for who will be working
together in groups. • Touch base with your group to decide how you are going to
approach the assignment. • Read the resources listed under “Netiquette” on the Resource
page. • Research and find at least one additional resource on
netiquette that you like. • Work with your group to consolidate/rephrase/rewrite the
Netiquette rules and decide on five rules that you think are the most important.
• Your rules can include: o General guidelines or etiquette
These outline general guidelines for behavior, politeness, and respect when communicating online.
o Mechanics These outline the use of mechanics including capitalization, punctuation, abbreviations, and emoticons (smiley faces made with punctuation symbols).
• Post your set of five (5) rules in the Assignment 2 discussion. o Include your section, group number and the names of the
group members at the start of the posting. o Include a reference to the additional resource you found
and used. • A member of the Instructional Team will compile the rules
and propose a Netiquette list that can be discussed and amended by the class.
Grading This assignment will be graded using the Assignment 2 rubric.
DLTI Assignment 2 – Netiquette 11
Instructional Insights The following structure provides a classic model for completing collaborative assignments and is offered here to help you get started with this assignment. Getting started:
• Netiquette Scenario You are about to embark on a distance-learning journey that will require you to use the Internet to communicate with your facilitators and peers. It is extremely important that you all understand the “rules” and use the same “netiquette” as you communicate to avoid misunderstanding and to maximize your communication.
• Getting Organized The easiest way to get organized is to start as an individual and then work with your group. Make a list of what you think are the most important items to cover relating to your assigned topic. List several “rules” or opinions you have about the topic.
• Gathering Information First, do some research and thinking on your own as an individual. Go to the websites listed under “Netiquette” in the resources for this lesson. You can also use a search engine to find websites that discuss Internet or email etiquette. You might also see if your place of employment has any policy on email etiquette. You can gather the information in a variety of places. Take a look at the Student Handbook for any guidelines already published by the program. Once you have your thoughts together, you are ready to get with your group and share what you have found. Everyone will bring ideas to the table. You will be placed in small groups for this assignment and there will be a discussion group set up for each small group within your section, making it easy for you to share your ideas.
DLTI Assignment 2 – Netiquette 12
Instructional Insights (continued)
• Analyzing Information Now is the time to consolidate and brainstorm. After your group has shared ideas using the appropriate WebCT discussion, you will need to consolidate and refine the ideas. Hopefully someone in your group will volunteer to make a consolidated list (you can often do this by cutting and pasting). After you have read each other’s ideas, you also need to brainstorm for new ideas because each of you will think of new things after you have been exposed to everyone’s thinking.
• Presenting Your Decision Finally, each group will present their “Netiquette” rules to the whole group by posting it in the Assignment 2 discussion group. Again, it would be nice to have someone in your group volunteer for this. There should only be one posting for each small group. Once each group’s list has been posted, a member of the instructional team will consolidate all the lists and publish a draft of the “Internet Netiquette.” You will have the opportunity to comment and provide feedback and revisions will be made accordingly.
When this is complete, you will have developed your own “Netiquette” which will be the rules or guidelines to be followed by your group for the rest of your course(s). If new topics come up, the rules can be updated. As you will discover in Lesson 4, collaborative projects can take multiple forms. This is a simple format where you start as an individual, share thoughts with a group, and expand outward. Other projects may require you to organize into different roles where each person performs a different task or completes a different part of the project. In addition, collaborative projects often require that you evaluate yourselves and your process.
DLT
I A
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nmen
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etiq
uett
e 13
Ass
ignm
ent
2: R
ubri
c fo
r Co
llabo
rati
ve A
ssig
nmen
t on
Net
ique
tte
CA
TE
GO
RY
E
xcel
lent
(A)
10-9
.1 p
oint
s G
ood
(B)
9-8.
1 po
ints
Sa
tisf
acto
ry (C
) 8-
7.1
poin
ts
Nee
ds I
mpr
ovem
ent
(D) 7
-6.1
poi
nts
Tim
elin
ess/
Form
at
(1 p
oint
) Th
e fo
llow
ing
crite
ria a
re u
sed
to g
rade
tim
elin
ess
and
form
at.
Tim
elin
ess
Req
uire
d po
stin
gs a
re m
ade
by th
e du
e da
te.
Late
ass
ignm
ents
will
lose
one
gra
de le
vel.
Form
at F
inal
pos
ting
is in
cor
rect
dis
cuss
ion
grou
p an
d in
clud
es n
ames
of a
ll gr
oup
mem
bers
. N
ot d
one
corr
ectly
.
Lang
uage
/Org
. (2
poi
nts)
Th
e fo
llow
ing
crite
ria a
re u
sed
to g
rade
lang
uage
and
org
aniz
atio
n.
Org
aniz
atio
n (1
pt.)
In
form
atio
n is
ver
y or
gani
zed
usin
g bu
llets
and
su
bhea
ding
s as
app
ropr
iate
.
Th
e in
form
atio
n ap
pear
s to
be
dis
orga
nize
d.
Mec
hani
cs (1
pt.)
N
o gr
amm
atic
al, s
pelli
ng o
r pu
nctu
atio
n er
rors
. A
lmos
t no
gram
mat
ical
, sp
ellin
g or
pun
ctua
tion
erro
rs
A fe
w g
ram
mat
ical
spe
lling
, or
pun
ctua
tion
erro
rs.
Man
y gr
amm
atic
al,
spel
ling,
or p
unct
uatio
n er
rors
.
Net
ique
tte R
ules
(7)
Gra
ding
of t
he ru
les
is b
ased
on
the
follo
win
g cr
iteria
:
Am
ount
of I
nfo
(1 p
t.)
Five
rule
s ar
e po
sted
. Fi
ve ru
les
are
post
ed.
Less
than
five
rule
s ar
e po
sted
(or i
t is
hard
to te
ll th
e nu
mbe
r of r
ules
due
to
lack
of o
rgan
izat
ion.
)
Qua
lity
of
Info
rmat
ion
(5
pts
.)
The
rule
s su
bmitt
ed p
rovi
de
an e
xcel
lent
foun
datio
n fo
r ne
tique
tte.
The
appr
oach
to
the
prob
lem
is c
lear
ly s
tate
d al
ong
with
the
ratio
nale
for
pick
ing
thes
e ru
les.
The
rule
s su
bmitt
ed p
rovi
de
appr
opria
te n
etiq
uette
gu
idel
ines
, but
the
them
e or
ra
tiona
le fo
r sel
ectin
g th
ese
spec
ific
rule
s is
not
cle
arly
di
scus
sed.
The
rule
s su
bmitt
ed a
re
netiq
uette
rule
s, b
ut th
ere
is
no ra
tiona
le o
r evi
denc
e of
th
ough
tful d
elib
erat
ion
of
whi
ch ru
les
to c
hoos
e.
The
rule
s ar
e no
t ap
prop
riate
or r
elev
ant
or a
re ju
st “l
ifted
” fro
m
som
e ot
her s
ourc
e.
Res
ourc
es
(1)
Res
ourc
es fr
om th
e co
urse
ar
e ci
ted
alon
g w
ith a
dditi
onal
re
sour
ces
used
by
the
team
.
Res
ourc
es fr
om c
ours
e ar
e ci
ted.
S
ome
reso
urce
s ar
e ci
ted.
N
o re
sour
ces
are
cite
d.
DLT
I A
ssig
nmen
t 2
– N
etiq
uett
e 14
DLTI Assignment 3 – WebCT Discussion 15
Assignment 3 – WebCT Discussion
Participate in WebCT discussions
Description Goal: The purpose of this activity is to share insights, reflections and experiences with your peers through the WebCT discussion.
Objectives:
• To share insights and learn from your peers • To reflect on and discuss topics from Lesson 3
Approaching the Assignment To prepare for this assignment, you need to: • Complete all activities up to this point. • Think about the impact that technology has on distance
learning in general. • Reflect on how technology impacts interpreter education. Look at what you will be asked to post and compose an articulate response. Think about it before you get online so that when you are ready to post, you know what you want to say.
DLTI Assignment 3 – WebCT Discussion 16
Completing the Assignment Post a response to one of the following questions in the WebCT discussion group for Assignment 3: 1. Based on what you have seen so far in this course, and any
experience you have with other online courses, what do you think are the critical characteristics/skills that students need to be successful?
2. Do you think the audience of interpreters who may be attending your future training courses has these characteristics or not? If not, what could you do to help them be successful in an online program?
3. What technologies would be the most effective for your teaching?
4. Give an example of an effective use of technology that you have found on the Web or experienced and explain why you think that technology worked so well in the situation. Post the website if possible.
Grading Grading for this assignment will be done using the Discussion Group Posting Rubric.
DLT
I A
ssig
nmen
t 3
– W
ebCT
Dis
cuss
ion
17
Ass
ignm
ents
3 &
4: R
ubri
c fo
r D
iscu
ssio
n Gr
oup
Post
ings
C
AT
EG
OR
Y
Exc
elle
nt (A
) G
ood
(B)
Sati
sfac
tory
(C)
Nee
ds I
mpr
ovem
ent
(D)
Tim
elin
ess
Late
pos
tings
will
lose
one
poi
nt e
ach.
Num
ber o
f po
stin
gs
Pref
erre
d nu
mbe
r of p
ostin
gs is
at l
east
one
orig
inal
pos
ting
and
one
resp
onse
to a
fello
w s
tude
nt.
Post
ed C
orre
ctly
P
oste
d in
cor
rect
dis
cuss
ion
and
eith
er s
tarts
a n
ew m
essa
ge o
r res
pond
s to
a
prio
r mes
sage
. N
ot in
cor
rect
gro
up
Leng
th (g
uide
line)
O
ne p
arag
raph
(5-6
sen
tenc
es)
Con
tent
D
irect
ly re
spon
ds to
the
ques
tion
or d
iscu
ssio
n to
pic
and
cont
ains
all
info
rmat
ion
requ
este
d
Res
pond
s to
the
disc
ussi
on
topi
c, m
ay b
e m
issi
ng s
ome
info
rmat
ion
requ
este
d
May
be
slig
htly
off
topi
c D
oes
not r
espo
nd to
the
requ
ired
topi
c
Qua
lity
Mee
ts c
riter
ia o
f “go
od”
post
ing
AN
D c
onta
ins
mul
tiple
reso
urce
s,
exam
ples
or r
efer
ence
s.
Res
pons
e sh
ows
unde
rsta
ndin
g w
ith th
ough
tful,
subs
tant
ive
idea
s co
ncer
ning
th
e to
pic
alon
g w
ith o
ne
exam
ple,
refe
renc
e to
rele
vant
m
ater
ial o
r rea
l-life
.
Res
pons
e de
mon
stra
tes
a ba
sic
unde
rsta
ndin
g an
d so
me
insi
ght
into
the
topi
c.
Doe
s no
t sho
w
unde
rsta
ndin
g, th
ough
t or
insi
ght i
nto
the
topi
c.
Res
pons
e to
an
othe
r pos
ting
Mee
ts c
riter
ia o
f “go
od”
resp
onse
and
incl
udes
an
out
side
reso
urce
, ex
ampl
e, re
fere
nce
to
rele
vant
mat
eria
l or r
eal-
life
Mee
ts c
riter
ia o
f “sa
tisfa
ctor
y”
and
clea
rly in
dica
tes
your
po
sitio
n in
rela
tion
to w
hat
fello
w s
tude
nt(s
) sai
d e.
g.-
agre
eing
, dis
agre
eing
, add
ing
to, m
odify
ing,
ext
endi
ng o
r qu
estio
ning
it.
Is re
spon
sive
to a
t le
ast o
ne fe
llow
st
uden
t in
a pe
rson
aliz
ed,
mea
ning
ful w
ay
Fails
to re
spon
d to
fello
w
stud
ent(s
) or r
espo
nse
is tr
ite,
inan
e, o
r els
e qu
ite s
impl
e an
d ju
st a
per
sona
l rem
ark
not a
sub
stan
tive
repl
y (e
x -
"Goo
d. I
real
ly li
ked
your
co
mm
ent."
)
Mec
hani
cs
No
gram
mat
ical
, sp
ellin
g or
pun
ctua
tion
erro
rs.
Alm
ost n
o gr
amm
atic
al, s
pelli
ng
or p
unct
uatio
n er
rors
A
few
gra
mm
atic
al
spel
ling,
or
punc
tuat
ion
erro
rs.
Man
y gr
amm
atic
al, s
pelli
ng,
or p
unct
uatio
n er
rors
.
Tone
Is
resp
ectfu
l and
pro
fess
iona
l D
oes
not s
how
app
ropr
iate
re
spec
t or p
rofe
ssio
nalis
m.
DLT
I A
ssig
nmen
t 3
– W
ebCT
Dis
cuss
ion
18
DLTI Assignment 4 – WebCT Discussion 19
Assignment 4 – WebCT Discussion
Participate in WebCT discussions
Description Goal: The purpose of this activity is to share insights, reflections, and experiences with your peers through the WebCT discussion.
Objectives:
• To share insights and learn from your peers. • To reflect on and discuss topics from Lesson 4.
Approaching the Assignment To prepare for this assignment, you need to: • Complete all activities up to this point. • Think about the design elements of distance courses and how
different designs might be appropriate for different audiences.
• Reflect on what type of course design would be appropriate for your audience.
Look at what you will be asked to post and compose an articulate response. Think about it before you get online so that when you are ready to post, you know what you want to say.
DLTI Assignment 4 – WebCT Discussion 20
Completing the Assignment The following questions will be posted in the discussion for this assignment. You may respond to any of these questions or post a question of your own. You may also post any sample courses that you would like people to look at in the "SAMPLES” discussion thread. 1. How do you think the audience characteristics affect the
design of the course? If you make general comments, please give examples from the specific courses you viewed.
2. What are appropriate uses of media in courses and what are the limitations that you see?
3. What is your opinion about a very structured course (like the EICP sample) where students are taking the course at the same time, versus a course that is totally self-paced? What are the variations that exist in this continuum and how might different combinations/structure be used?
4. How difficult or easy was it for you to look at different courses and find your way around?
5. Pick a technique/idea from one of the courses and explain how you might use it in a course or training session online.
Grading Grading for this assignment will be done using the Discussion Group Posting Rubric (see Assignment 3).
DLTI Assignment 5 – Videotape Analysis 21
Assignment 5 – Videotape Analysis
Videotape Analysis
Assignment Description Goal: The goal of this assignment is to provide practice in analyzing a signed message using the work of Taylor and articulating your observations to your online peers. Objectives: Part A – WebCT Discussion • To reflect on and process your learning about the 10-step
process and Marty Taylor’s work in discussions with your peers.
Part B – Videotape Analysis • To apply the 10-step discourse analysis process in analyzing
a text that will be signed by a student for your review. • To analyze a student's interpretation of a text in relationship
to the features addressed in Taylor's text, Interpretation Skills: English to ASL.
• To practice and apply strategies for providing feedback to ASL students and interpreters on their signing and/or interpreting process.
Approaching the Assignment Part A: After reading the lesson content about the 10-step process and self-assessment and feedback, reflect on these topics and respond to one of the discussion questions in the Assignment 5A discussion. Part B: As you approach this part of the assignment, read the English version of the text entitled "American Goals" and reflect on the 10-step discourse analysis process. Consider how you would complete each step in the process. Engage in a discussion with your online peers in response to the following questions:
DLTI Assignment 5 – Videotape Analysis 22
• What are the main ideas you isolated in your map? • What is the abstraction you created for this text? • What are the salient linguistic features you feel need to be
present in the ASL translation of this text and why? • What step in the process was most challenging for you and
why? • What step do you feel will be most challenging for students
and why? After you complete the 10-step discourse analysis process, view the tape of the female student signing the text "American Goals." Utilizing Taylor's work, jot down your observations about the student’s performance in each of the first six categories in the blue text entitled Interpretation Skills: English to American Sign Language. Jot down your observations about the student's performance related to fingerspelling, numbers, vocabulary (lexicon), classifiers, structuring space, and grammar. Identify those behaviors that are effective and those that are less than effective. View the student's work as many times as you feel is necessary in order to generate a sufficient list of observations. Now, isolate the observations that relate to errors that occurred in the student's work, and relate the errors to specific examples of error types from Taylor's work. For example: Major Feature: Numbers (Taylor, 1993, p. 23) 11. DEF: Numbers are precise elements of information. There is often a lack of context in which to remember the information. Therefore, often numbers can be either incorrect or deleted. Skill #11 addresses the accuracy of the number only. Observed Behavior: The signer produced the numbers 37 for the number 376 indicated in the source text. Associated Error Type: 11.B. Numbers are deleted. Proposed Correction: This behavior could be corrected by adding the deleted number after the formation of the 7. The interpreter appears challenged in accurately conveying numbers (particularly a group of numbers) and would benefit from practicing with the ASL Numbers series from Sign Media to enhance overall fluency. You should strive to identify at least one error for each of the first six Major Features.
DLTI Assignment 5 – Videotape Analysis 23
NOTE: You do not need to address the features of Interpreting or Composure and Appearance for this assignment. The last step in this assignment is to translate your observations into a written feedback report that is between 1,000-1,500 words in length and incorporates principles of effective feedback. The written feedback report should be directed to the student on the videotape and focus on a balanced discussion of what she did that was effective and what she did that needs to be improved.
Completing the Assignment Successful completion of this assignment requires that you: Part A: Participate in the online discussion regarding the 10-step process and self-assessment and feedback. Part B: 1. Prepare a 1,000-1,500 word written summary of feedback to
the student that covers these areas: Quality of translation in terms of: • Effective incorporation of Major Features defined by
Taylor during the translation • Patterns of errors that emerged and can be related
directly to Taylor's work (provide at least one example for each of the first six Major Features from Taylor's 'Blue' book-Interpretation Skills: English to ASL)
• Inclusion of all main ideas and supporting detail • Clarity and production • Equivalency of meaning to the original source language
(SL) text 2. Submit your written report to the Assignment 5 drop box by
the assigned due date listed in your roadmap.
Grading Grading for Part A will be done using the Discussion Group Rubric. Grading for Part B will be done using the following Rubric.
DLTI Assignment 5 – Videotape Analysis 24
DLT
I A
ssig
nmen
t 5
– Vi
deot
ape
Ana
lysi
s 25
Ass
ignm
ent
5B R
ubri
c (2
0 po
ints
pos
sibl
e)
CA
TE
GO
RY
E
xcel
lent
(A=2
0-18
.1 p
oint
s)
Goo
d (B
=18-
16.1
po
ints
) Sa
tisf
acto
ry (C
=16-
14
.1 p
oint
s)
Nee
ds
Impr
ovem
ent (
D=
14-1
2 po
ints
)
Tim
elin
ess
Ass
ignm
ent w
as p
ostm
arke
d by
the
requ
ired
date
. Lo
ses
one
poin
t per
day
late
.
.
Dis
cuss
ion
P
artic
ipat
ed in
onl
ine
disc
ussi
on (1
poi
nt c
an b
e de
duct
ed fo
r non
-par
ticip
atio
n)
Did
not
par
ticip
ate.
Qua
lity
of F
eedb
ack
to S
tude
nt
Effe
ctiv
e in
corp
orat
ion
of
Maj
or F
eatu
res
from
Tay
lor
addr
esse
d (8
poi
nts)
The
feed
back
to th
e st
uden
t ad
dres
ses
all o
f the
Maj
or F
eatu
res
and
prov
ides
at l
east
one
(1)
spec
ific
exam
ple
for e
ach
feat
ure
addr
esse
d.
Mos
t of t
he M
ajor
Fe
atur
es a
re a
ddre
ssed
in
the
anal
ysis
with
at
leas
t one
(1) e
xam
ple
of
each
feat
ure.
Mos
t of t
he M
ajor
Fea
ture
s ar
e ad
dres
sed
in th
e an
alys
is b
ut a
few
of t
he
feat
ures
are
mis
sing
ex
ampl
es.
Sev
eral
of t
he M
ajor
Fe
atur
es a
re n
ot
addr
esse
d A
ND
sev
eral
of
the
Maj
or F
eatu
res
addr
esse
d ar
e m
issi
ng
exam
ples
.
Pat
tern
s of
err
ors
addr
esse
d (5
poi
nts)
Feed
back
incl
udes
at l
east
thre
e pa
ttern
s of
err
ors
that
em
erge
d an
d ca
n be
rela
ted
dire
ctly
to
Tayl
or's
wor
k an
d pr
ovid
es a
t lea
st
two
exam
ples
to s
uppo
rt ea
ch
patte
rn.
Two
patte
rns
of e
rror
s ar
e id
entif
ied
and
rela
ted
to th
e ap
prop
riate
Maj
or
Feat
ures
and
are
ad
dres
sed
with
at l
east
tw
o ex
ampl
es.
One
pat
tern
of e
rror
is
iden
tifie
d an
d re
late
d to
the
appr
opria
te M
ajor
Fea
ture
an
d is
sup
porte
d w
ith a
t le
ast t
wo
exam
ples
.
One
pat
tern
of e
rror
is
iden
tifie
d bu
t not
cle
arly
re
late
d to
the
appr
opria
te M
ajor
Fe
atur
e A
ND
an
insu
ffici
ent n
umbe
r of
exam
ples
are
pro
vide
d.
Incl
usio
n of
all
mai
n id
eas
and
supp
ortin
g de
tail
(3
poi
nts)
Spe
cific
feed
back
is p
rovi
ded
to
the
stud
ent r
egar
ding
thei
r in
clus
ion
of a
ll m
ain
idea
s an
d su
ppor
ting
deta
il fro
m th
e S
L te
xt.
Idea
s an
d de
tails
that
the
stud
ent
mis
sed
are
item
ized
with
co
nstru
ctiv
e fe
edba
ck/s
ugge
stio
ns
Spe
cific
feed
back
re
gard
ing
mos
t of t
he
maj
or id
eas
and
deta
ils
is in
clud
ed w
ith
cons
truct
ive
feed
back
/sug
gest
ions
for
impr
ovem
ent.
Feed
back
is in
clud
ed, b
ut is
m
issi
ng s
ome
deta
il or
co
nstru
ctiv
e fe
edba
ck/s
ugge
stio
ns fo
r im
prov
emen
t.
Feed
back
is m
issi
ng o
r no
n-sp
ecifi
c.
DLT
I A
ssig
nmen
t 5
– Vi
deot
ape
Ana
lysi
s 26
CA
TE
GO
RY
E
xcel
lent
(A=2
0-18
.1 p
oint
s)
Goo
d (B
=18-
16.1
po
ints
) Sa
tisf
acto
ry (C
=16-
14
.1 p
oint
s)
Nee
ds
Impr
ovem
ent (
D=
14-1
2 po
ints
) fo
r im
prov
emen
t.
Equ
ival
ency
of
mea
ning
to th
e or
igin
al s
ourc
e la
ngua
ge (S
L) te
xt
(4 p
oint
s)
Feed
back
abo
ut w
heth
er th
e in
terp
reta
tion
repr
esen
ted
an
accu
rate
and
equ
ival
ent
repr
esen
tatio
n of
the
sour
ce
lang
uage
mes
sage
and
refle
cted
ap
prop
riate
sem
antic
cho
ice
and
regi
ster
is g
iven
with
spe
cific
ex
ampl
es a
nd c
omm
ents
abo
ut
area
s of
pot
entia
l im
prov
emen
t.
Feed
back
abo
ut
equi
vale
ncy
of m
eani
ng is
pr
ovid
ed, b
ut a
few
ex
ampl
es o
r det
ails
are
m
issi
ng.
Feed
back
abo
ut
equi
vale
ncy
of m
eani
ng is
pr
ovid
ed, b
ut s
ever
al
exam
ples
or d
etai
ls a
re
mis
sing
.
The
feed
back
is m
issi
ng
or n
onsp
ecifi
c.
Mec
hani
cs
Up
to 2
poi
nts
can
be d
educ
ted
from
to
tal g
rade
.
No
gram
mar
or s
pelli
ng e
rror
s.
Pap
er is
org
aniz
ed a
nd w
ould
be
easy
for a
stu
dent
to u
nder
stan
d.
Few
gra
mm
ar o
r spe
lling
er
rors
. P
aper
is m
ostly
or
gani
zed.
Som
e gr
amm
ar a
nd
spel
ling
erro
rs.
Pap
er is
so
mew
hat o
rgan
ized
, but
m
ay b
e ha
rd fo
r the
stu
dent
re
ceiv
ing
the
feed
back
to
follo
w.
Sev
eral
gra
mm
ar a
nd
spel
ling
erro
rs.
Pap
er is
di
sorg
aniz
ed.
DLTI Assignment 6 – Collaborative Assignment 27
Assignment 6 – Collaborative Assignment
Collaborative project to lead a discussion group
Description Goal: The goal of this assignment is to collaborate with other students to research a topic and lead a discussion group. Objectives:
• To use the WebCT discussion groups to collaborate on a project.
• To lead a discussion group.
Approaching the Assignment This assignment is important because it gives you an opportunity to collaborate with your peers and prepare to lead a discussion. Groups will be posted in your Section Homeroom. As soon as the group members are posted, you can begin working. One important aspect of collaborative assignments is organization. There are many ways to “organize” the tasks and accomplish the assignment. The first thing you need to do with your group is decide a plan of attack. From there it is easy!
DLTI Assignment 6 – Collaborative Assignment 28
Completing the Assignment This assignment has four parts.
Part A – Collaboration In order to complete this assignment you need to: 1. Decide with your group how you will approach the assignment. 2. Choose a topic (see list below). 3. Research the chosen topic using resources listed in the course
activities and Resource page. 4. Work with your group to develop initial postings based on your
research: There will be three types of postings: Introduction posting Your introduction posting should: • Introduce your team members. • Explain the role each member played in the collaboration. • Explain your “plan” for facilitating the discussion (one
person takes each question or each person takes a time period, etc.).
Opening statement Summarize the results of your collaboration (1-2 pages). This is the introduction to and foundation for the discussion questions that you are going to post and should include: • A content statement or position statement that
summarizes your research, describes any conclusions your group has made, or introduces dilemmas to be discussed.
• Real life examples, references to websites or references to course resources that support your ideas.
• Resources you used outside of those listed in the course. Discussion Questions Develop three to five discussion questions for the online discussion. Note: Here’s an interesting resource about designing discussion questions: http://tlt.its.psu.edu/suggestions/online_questions/
DLTI Assignment 6 – Collaborative Assignment 29
Choose one of these topics for discussion, or you may propose a new topic to your Section Facilitator. (The notes in parentheses are suggestions of areas that might be included in the topic). • Learning styles (Impact and use of learning styles in online
learning design and delivery) • Facilitator roles and skills • Assessment and rubrics (Assessment techniques, use of
rubrics, how to evaluate discussion participation) • Community of learners (How do you build? How do you
overcome distance and lack of personal contact?) • Facilitating discussions (How do you handle difficult
situations? How active should the facilitator be? How do you keep on track, etc.)
Part B – Facilitate an Online Discussion In order to complete this assignment you need to: 1. Post your introduction, opening statement and discussion questions. 2. Facilitate the discussion by responding to student postings,
summarizing information. Note: your team needs to decide how you will do this. For example, you could divide the task by time or by questions.
Note: this is an excellent resource on online facilitation: http://www.uwnyc.org/technews/v5_n3_a1.html
Part C – Participate in Student Led Discussions In order to complete this assignment you need to: 1. Support your peers by reading their discussion postings and
responding to their questions. If you don’t post to each other’s discussions, then no one in the class will get good experience with facilitation!!
Part D – Self Assessment To complete this part of the assignment, you need to: 1. Download the form from the drop box. 2. Fill in the form. 3. Submit the finished form to the Assignment 5 drop box.
Grading This assignment is worth 25 points and will be graded using the Assignment 6 Rubric.
DLTI Debriefing of Assignment 6D 30
Debriefing of Assignment 6D Description of Group Dynamics Your name: Please list the members of your group: How did your group approach facilitating the discussion groups? (Describe organization, process any other information about how you completed this part of the assignment)
General Thoughts on the Assignment Please answer the following questions describing your thoughts/feelings on this project. What did you like about the way your group facilitated the discussion? What did you dislike about the way your group facilitated the discussion? Are you satisfied with the outcome (the way the discussion turned out)? If you were to facilitate a discussion again, what would you do differently?
DLT
I D
ebri
efin
g of
Ass
ignm
ent
6D
31
Ass
ignm
ent
6, R
ubri
c fo
r Co
llabo
rati
ve A
ssig
nmen
t
CA
TE
GO
RY
E
xcel
lent
(A)
35-3
2 po
ints
G
ood
(B)
31-2
8 po
ints
Sa
tisf
acto
ry (C
) 27
-24
poin
ts
Nee
ds I
mpr
ovem
ent
(D) 2
3-20
poi
nts
Tim
elin
ess
R
equi
red
post
ings
are
mad
e by
the
due
date
. La
te a
ssig
nmen
ts w
ill lo
se o
ne g
rade
leve
l.
Part
A (1
0 po
ints
) C
olla
bora
tive
Wor
k
Gro
up W
ork
(1 p
oint
) Th
ere
is e
vide
nce
in th
e di
scus
sion
s (a
nd o
n th
e la
ter
self-
asse
ssm
ent)
that
this
gro
up
deve
lope
d a
plan
and
follo
wed
th
roug
h w
ith c
ontri
butio
ns fr
om
all t
eam
mem
bers
.
Ther
e is
evi
denc
e of
a g
roup
pl
an a
nd fo
llow
thro
ugh
alth
ough
all
mem
bers
wer
e no
t ab
le to
con
tribu
te o
r the
re m
ay
have
bee
n so
me
prob
lem
s in
th
e pr
oces
s.
Ther
e is
littl
e ev
iden
ce o
f a
plan
or s
ubse
quen
t fol
low
th
roug
h.
Ther
e is
no
evid
ence
of a
pl
an o
r fol
low
thro
ugh.
Intr
oduc
tion
Post
ing
(1 p
oint
)
Intro
duct
ion
post
ing
incl
udes
re
quire
d in
form
atio
n an
d is
or
gani
zed
with
no
mec
hani
cal
erro
rs.
Intro
duct
ion
post
ing
incl
udes
re
quire
d in
form
atio
n, b
ut m
ay
have
min
or o
rgan
izat
ion
or
mec
hani
cal e
rror
s.
Som
e of
the
intro
duct
ion
info
rmat
ion
may
be
mis
sing
or
ther
e ar
e m
echa
nica
l err
ors.
Intro
duct
ion
does
not
in
clud
e re
quire
d in
fo o
r is
not d
one.
Ope
ning
St
atem
ent
(4 p
oint
s) Th
e op
enin
g st
atem
ent
dem
onst
rate
s a
stro
ng
unde
rsta
ndin
g an
d sy
nthe
sis
of
the
vario
us c
ours
e m
ater
ials
and
re
sour
ces
by a
ccur
atel
y su
mm
ariz
ing
the
info
rmat
ion
and
plac
ing
it in
an
inte
rest
ing
and
mea
ning
ful c
onte
xt b
y us
ing
real
lif
e ex
ampl
es a
nd/o
r ref
eren
ces
to in
form
atio
n in
the
read
ings
. If
a po
sitio
n is
sta
ted,
it is
sta
ted
clea
rly a
nd is
sup
porte
d by
re
fere
nces
to th
e co
urse
m
ater
ials
and
oth
er re
sour
ces.
The
open
ing
stat
emen
t de
mon
stra
tes
basi
c un
ders
tand
ing
of th
e to
pic
with
so
me
exam
ples
and
re
fere
nces
. So
me
supp
ort
and
refe
renc
es fo
r any
sta
ted
posi
tion
are
give
n.
The
open
ing
stat
emen
t de
mon
stra
tes
som
e un
ders
tand
ing
of th
e to
pic,
but
is
lack
ing
in e
xam
ples
and
re
fere
nces
.
A p
ositi
on m
ay b
e st
ated
, but
it
is n
ot s
uppo
rted
by c
itatio
ns
and
refe
renc
es.
The
open
ing
stat
emen
t sh
ows
little
und
erst
andi
ng
of th
e to
pic
and
does
not
in
dica
te th
at th
e gr
oup
used
the
cour
se m
ater
ials
an
d re
sour
ces
avai
labl
e.
Qua
lity
of
Que
stio
ns
(4 p
oint
s) Th
e qu
estio
ns a
dher
e to
the
follo
win
g gu
idel
ines
: •
Rel
ate
to th
e to
pic.
The
ques
tions
adh
ere
to th
e fo
llow
ing
guid
elin
es:
• R
elat
e to
the
topi
c.
The
ques
tions
are
lack
ing
in
one
of th
e ar
eas
iden
tifie
d in
th
e “G
ood”
resp
onse
.
The
ques
tions
are
lack
ing
in m
ore
than
one
of t
he
area
s id
entif
ied
in th
e
DLT
I D
ebri
efin
g of
Ass
ignm
ent
6D
32
CA
TE
GO
RY
E
xcel
lent
(A)
35-3
2 po
ints
G
ood
(B)
31-2
8 po
ints
Sa
tisf
acto
ry (C
) 27
-24
poin
ts
Nee
ds I
mpr
ovem
ent
(D) 2
3-20
poi
nts
• A
re c
lear
ly s
tate
d.
• E
ncou
rage
thou
ght o
n th
e pa
rt of
the
stud
ent.
• A
t lea
st o
ne o
f the
que
stio
ns
requ
ires
stud
ents
to u
se th
e hi
gher
leve
ls in
Blo
oms
taxo
nom
y, s
uch
as a
pply
, an
alyz
e, s
ynth
esiz
e.
• H
ave
no g
ram
mat
ical
or
spel
ling
erro
rs
• A
re c
lear
ly s
tate
d.
• E
ncou
rage
thou
ght o
n th
e pa
rt of
the
stud
ent.
• T
here
are
few
gr
amm
atic
al o
r spe
lling
er
rors
“G
ood”
resp
onse
.
Part
B (1
5 po
ints
) Fa
cilit
atio
n of
dis
cuss
ion
grou
p
Post
ing
Que
stio
ns a
re p
oste
d in
app
ropr
iate
pla
ce a
nd o
n tim
e Q
uest
ions
not
pos
ted
in
corre
ct p
lace
or o
n tim
e.
Faci
litat
ion
The
faci
litat
ion
of th
e di
scus
sion
:
• R
espo
nds
to s
tude
nt
com
men
ts a
nd q
uest
ions
• E
labo
rate
s on
stu
dent
co
mm
ents
or e
ncou
rage
s ne
w d
iscu
ssio
n on
the
poin
t.
• K
eeps
the
disc
ussi
on
focu
sed
by s
umm
ariz
ing
or
indi
catin
g to
pics
that
are
off
topi
c or
out
side
the
scop
e.
• M
odel
s go
od b
ehav
ior b
y be
ing
frien
dly,
resp
ectfu
l of
othe
rs o
pini
ons
and
enco
urag
ing.
The
faci
litat
ors
mis
sed
an
oppo
rtuni
ty to
do
one
of th
e fo
ur it
ems
liste
d un
der t
he
“Exc
elle
nt re
spon
se”
(In o
ther
wor
ds, a
situ
atio
n oc
curr
ed in
the
grou
p, b
ut w
as
not h
andl
ed id
eally
).
The
faci
litat
ors
mis
sed
mul
tiple
opp
ortu
nitie
s to
do
one
of th
e fo
ur it
ems
liste
d un
der t
he “E
xcel
lent
resp
onse
”
(In o
ther
wor
ds, a
situ
atio
n oc
curr
ed in
the
grou
p, b
ut w
as
not h
andl
ed a
ppro
pria
tely
).
Littl
e or
no
faci
litat
ion
of
the
disc
ussi
on to
ok p
lace
. Th
e fa
cilit
ator
s di
d no
t es
tabl
ish
a pr
esen
ce o
r gu
ide
the
disc
ussi
on.
Part
C (5
poi
nts)
P
artic
ipat
e in
Stu
dent
Led
Dis
cuss
ion
Post
ing
Stu
dent
sup
ports
oth
er g
roup
s by
pos
ting
a th
ough
tful r
espo
nse
to a
t lea
st tw
o di
ffere
nt
Stu
dent
sup
ports
oth
er g
roup
s by
pos
ting
a th
ough
tful
resp
onse
to tw
o di
scus
sion
Stu
dent
sup
ports
oth
er g
roup
s by
pos
ting
a th
ough
tful
resp
onse
to o
ne o
ther
Stu
dent
pos
ts a
min
imal
re
spon
se.
DLT
I D
ebri
efin
g of
Ass
ignm
ent
6D
33
CA
TE
GO
RY
E
xcel
lent
(A)
35-3
2 po
ints
G
ood
(B)
31-2
8 po
ints
Sa
tisf
acto
ry (C
) 27
-24
poin
ts
Nee
ds I
mpr
ovem
ent
(D) 2
3-20
poi
nts
disc
ussi
ons.
Eac
h po
stin
g di
rect
ly re
spon
ds to
the
chos
en
disc
ussi
on q
uest
ion,
incl
udes
ex
ampl
es fr
om re
al li
fe o
r ci
tatio
ns fr
om th
e co
urse
.
ques
tions
. di
scus
sion
.
Part
D (5
poi
nts)
S
elf A
sses
smen
t For
ms
Col
labo
rativ
e W
ork
(2.5
poi
nts)
Self-
asse
ssm
ent s
how
s ex
celle
nt u
nder
stan
ding
of t
he
colla
bora
tive
proc
ess
and
hone
st a
nd th
ough
tful a
nsw
ers
to th
e qu
estio
ns in
the
form
.
Sel
f-ass
essm
ent s
how
s go
od
unde
rsta
ndin
g of
col
labo
rativ
e pr
oces
s an
d ho
nest
and
th
ough
tful a
nsw
ers
to th
e qu
estio
ns.
Sel
f-ass
essm
ent s
how
s on
ly a
ba
sic
unde
rsta
ndin
g of
the
proc
ess
and
surfa
ce a
nsw
ers
to th
e qu
estio
ns.
Self-
asse
ssm
ent s
how
s lit
tle u
nder
stan
ding
of t
he
proc
ess
or a
bilit
y to
ev
alua
te g
roup
and
in
divi
dual
per
form
ance
.
Faci
litat
ion
(2.5
poi
nts)
Self-
asse
ssm
ent i
nclu
des
an
hone
st e
valu
atio
n of
the
faci
litat
ion
proc
ess
and
a th
ough
tful a
naly
sis
of w
hat w
as
succ
essf
ul, w
hat w
as n
ot
succ
essf
ul a
nd w
ays
that
the
disc
ussi
on c
ould
hav
e be
en
impr
oved
.
Self-
asse
ssm
ent i
nclu
des
an
hone
st e
valu
atio
n of
the
grou
p fa
cilit
atio
n an
d so
me
basi
c an
alys
is o
f suc
cess
es, f
ailu
res
and
area
s of
impr
ovem
ent.
Sel
f-ass
essm
ent m
ay n
ot
accu
rate
ly re
pres
ent w
hat
happ
ened
in th
e di
scus
sion
or
may
not
indi
cate
suc
cess
es,
failu
res
or a
reas
of
impr
ovem
ent.
The
self-
asse
ssm
ent
show
s lit
tle u
nder
stan
ding
of
wha
t hap
pene
d in
the
disc
ussi
on o
r how
it m
ight
ha
ve b
een
impr
oved
.
DLT
I D
ebri
efin
g of
Ass
ignm
ent
6D
34
DLTI Assignment 7- Action Plan 35
Assignment 7- Action Plan
Develop your action plan
Description Goal: To evaluate your skills and develop a plan for continued professional development as a distance learning facilitator. Objectives • To develop an action plan for professional development. • To begin planning your internship project.
Approaching the Assignment If you have been completing all the activities in this course and keeping a record of your work, then this assignment should be relatively easy. It is important, however, for you to truthfully evaluate where you are relative to the skills required to facilitate distance learning and to develop a specific plan to acquire or hone your skills. The action plan contains sections for you to complete on the following topics: • Technology
Evaluate your technological skills and areas that you could improve including skills such as Word Processing, PowerPoint, using Search Engines, WebCT, creating web pages.
• Distance Learning Design Evaluate your level of understanding and ability to apply the instructional design process, make technology choices, use collaborative projects in courses.
• Media Evaluate your knowledge of media choices, creating media, finding media resources, and using media in online courses.
• Facilitation Skills Evaluate where you think you are in your ability to facilitate discussions, incorporate learning styles into courses, develop a community of learners.
DLTI Assignment 7- Action Plan 36
• Skills Development Evaluate your ability to use the 10-step process, apply Taylor's work, facilitate the self-assessment process, and provide feedback.
In addition, the plan requires you to choose your next step in DLTI (Option A or B).
Completing the Assignment In order to successfully complete this assignment, you need to: 1. Go to the Assignment drop box and look at Assignment 7. 2. Download the document named "Action Plan." This Word
document contains a form for your plan including areas for professional development and a tentative plan for your internship project.
3. Fill in the Action Plan form and save it as a Word document. • Focus on at least two areas of the action plan. • For each of the chosen topics, complete the section on your
strengths in the area. • For each of the chosen topics, indicate at least one, not
more than three, specific skills you would like to improve, how you plan to work on that skill, and when you plan to work on the skill. Try to be as specific as possible.
4. For the Next Step in DLTI, complete the section relating to the option you would like to pursue for the rest of DLTI: • Option A - Distance Learning Project • Option B – Observe and Analyze DO IT Center courses
5. Use Student Files to upload the document to the drop box. 6. Submit your assignment.
Grading This assignment is worth 10 points and will be graded using the Assignment 7 Rubric.
DLT
I A
ctio
n Pl
an
37
Act
ion
Plan
St
uden
t Nam
e
Tec
hnol
ogy
(i
nclu
ding
, but
not
lim
ited
to W
ord
Pro
cess
ing,
Pow
erP
oint
, Int
erne
t Sea
rche
s, W
ebC
T, C
reat
ing
Web
Pag
es)
My
stre
ngth
s in
this
are
a:
Wha
t I w
ant t
o im
prov
e H
ow I
Pla
n to
Im
prov
e W
hen?
Des
ign
of D
ista
nce
Lea
rnin
g
(inc
ludi
ng b
ut n
ot li
mit
ed to
aud
ienc
e an
alys
is, t
echn
olog
y ch
oice
s, u
se o
f col
labo
rati
ve p
roje
cts)
M
y st
reng
ths
in th
is a
rea:
Wha
t I w
ant t
o im
prov
e H
ow I
Pla
n to
Im
prov
e W
hen?
DLT
I A
ctio
n Pl
an
38
M
edia
(i
nclu
ding
but
not
lim
ited
to u
nder
stan
ding
med
ia c
hoic
es, c
reat
ing
med
ia, f
indi
ng m
edia
res
ourc
es, u
sing
m
edia
in o
nlin
e co
urse
s)
My
stre
ngth
s in
this
are
a:
W
hat I
wan
t to
impr
ove
How
I P
lan
to I
mpr
ove
Whe
n?
F
acil
itat
ion
Skil
ls
(inc
ludi
ng b
ut n
ot li
mit
ed to
faci
lita
ting
dis
cuss
ions
, und
erst
andi
ng le
arni
ng s
tyle
s, d
evel
opin
g a
com
mun
ity
of
lear
ners
) M
y st
reng
ths
in th
is a
rea:
Wha
t I w
ant t
o im
prov
e H
ow I
Pla
n to
Im
prov
e W
hen?
DLT
I A
ctio
n Pl
an
39
Sk
ills
Dev
elop
men
t at a
Dis
tanc
e (i
nclu
ding
but
not
lim
ited
to a
pply
ing
the
10 s
tep
proc
ess,
usi
ng T
aylo
r’s
wor
k, s
elf-
asse
ssm
ent,
feed
back
) M
y st
reng
ths
in th
is a
rea:
Wha
t I w
ant t
o im
prov
e H
ow I
Pla
n to
Im
prov
e W
hen?
DLT
I A
ctio
n Pl
an
40
P
lans
for
Nex
t Ste
p in
DL
TI
Opt
ion
A –
Dis
tanc
e L
earn
ing
Pro
ject
P
roje
ct N
ame
A
udie
nce
P
urpo
se o
f P
roje
ct
B
rief
Des
crip
tion
DLT
I A
ctio
n Pl
an
41
O
ptio
n B
– O
bser
ve a
nd A
naly
ze D
O I
T C
ours
es
Wha
t did
you
lear
n in
this
cou
rse
that
you
can
whe
n yo
u ob
serv
e an
d an
alyz
e so
me
DO
IT
Cen
ter
cour
ses?
W
hat d
o yo
u th
ink
you
wil
l be
able
to le
arn
from
the
obse
rvat
ion
and
disc
ussi
on a
bout
the
cour
ses?
DLT
I A
ctio
n Pl
an
42
DLT
I A
ctio
n Pl
an
43
Ass
ignm
ent
7 Ru
bric
CA
TE
GO
RY
E
xcel
lent
(A)
10-9
.1
Goo
d (B
) 9-
8.1
Sati
sfac
tory
(C)
8-7.
1 N
eeds
Im
prov
emen
t (D
) 7-6
.1
Tim
elin
ess
Late
pos
tings
will
lose
one
gra
de le
vel
Post
ing
Sub
mitt
ed to
the
drop
box
. N
ot s
ubm
itted
to d
rop
box.
Stre
ngth
s (2
poi
nts)
S
peci
fic s
treng
ths
are
iden
tifie
d fo
r at l
east
two
topi
cs w
ith
exam
ples
or e
xpla
natio
n. T
he
desc
riptio
n is
con
cise
and
m
eani
ngfu
l and
pro
vide
s th
e re
ader
with
a q
uick
insi
ght i
nto
the
stud
ent’s
abi
litie
s.
Spe
cific
stre
ngth
s ar
e id
entif
ied
for t
wo
topi
cs w
ith s
ome
exam
ples
or e
xpla
natio
n.
Stre
ngth
s fo
r som
e ar
eas
may
be
mis
sing
or
lack
ing
exam
ples
or
spec
ifics
.
Stre
ngth
s in
sev
eral
ar
eas
are
mis
sing
or n
ot
expl
aine
d.
Wha
t you
wan
t to
impr
ove
(2 p
oint
s)
One
to th
ree
spec
ific
area
s of
im
prov
emen
t are
list
ed.
The
area
of i
mpr
ovem
ent n
eeds
to
be s
peci
fic, n
ot g
ener
al.
For
exam
ple
“I w
ant t
o im
prov
e m
y us
e of
Pow
erP
oint
” is
gene
ral.
“I
wan
t to
lear
n ho
w to
mak
e an
imat
ed P
ower
Poi
nt
pres
enta
tions
for u
se in
onl
ine
cour
ses”
is m
ore
spec
ific.
One
to th
ree
area
s of
im
prov
emen
t are
list
ed.
Mos
t ar
e sp
ecifi
c ac
cord
ing
to th
e cr
iteria
for a
n A
pap
er.
One
to th
ree
area
s of
im
prov
emen
t are
list
ed.
Sev
eral
are
not
spe
cific
ac
cord
ing
to th
e cr
iteria
fo
r an
A p
aper
.
One
to th
ree
area
s of
im
prov
emen
t are
list
ed.
Som
e ar
e no
t spe
cific
.
How
you
will
im
prov
e an
d w
hen
(3 p
oint
s)
Impr
ovem
ent s
trate
gies
are
in
clud
ed fo
r eac
h ch
osen
are
a.
The
impr
ovem
ent s
trate
gy is
sp
ecifi
c an
d in
dica
tes
som
e th
ough
t and
rese
arch
. At
leas
t tw
o da
tes
are
spec
ific
base
d on
a
cour
se o
r con
vent
ion
or
lear
ning
opp
ortu
nity
.
Impr
ovem
ent s
trate
gies
are
in
clud
ed fo
r eac
h ch
osen
are
a.
Mos
t im
prov
emen
t stra
tegi
es
are
spec
ific
acco
rdin
g to
the
crite
ria fo
r an
A re
spon
se.
One
spe
cific
dat
e is
incl
uded
.
Impr
ovem
ent s
trate
gies
ar
e in
clud
ed fo
r mos
t ch
osen
are
as, b
ut
som
e ar
e m
issi
ng.
Som
e im
prov
emen
t st
rate
gies
are
are
non
-sp
ecifi
c.
No
spec
ific
date
is
incl
uded
.
Impr
ovem
ent s
trate
gies
ar
e m
issi
ng a
nd/o
r are
ve
ry g
ener
al.
Dat
es a
re m
issi
ng.
DLT
I A
ctio
n Pl
an
44
CA
TE
GO
RY
E
xcel
lent
(A)
10-9
.1
Goo
d (B
) 9-
8.1
Sati
sfac
tory
(C)
8-7.
1 N
eeds
Im
prov
emen
t (D
) 7-6
.1
Plan
for n
ext
step
in D
LTI
(2 p
oint
s)
One
of t
he tw
o op
tions
of t
he
“Pla
n fo
r Nex
t Ste
p” is
co
mpl
eted
and
incl
udes
all
of
the
requ
este
d in
form
atio
n.
One
of t
he tw
o op
tions
of t
he
“Pla
n fo
r Nex
t Ste
p” is
co
mpl
eted
and
incl
udes
mos
t of
the
requ
este
d in
form
atio
n.
One
of t
he tw
o op
tions
is
com
plet
ed.
Som
e in
form
atio
n is
mis
sing
.
An
optio
n is
com
plet
ed,
but m
ost i
nfor
mat
ion
is
mis
sing
.
Opt
ion
A
P
urpo
se o
f pro
ject
and
pro
ject
de
scrip
tion
are
clea
r and
with
in
the
sugg
este
d sc
ope.
The
re
ader
can
tell
exac
tly w
hat t
he
stud
ent i
nten
ds to
do
in th
e pr
ojec
t fro
m th
e de
scrip
tion.
Pur
pose
of p
roje
ct a
nd p
roje
ct
desc
riptio
n ar
e m
ostly
cle
ar
and
with
in th
e su
gges
ted
scop
e. T
here
may
be
som
e m
inor
par
ts o
f the
des
crip
tion
that
lack
cla
rity.
Pur
pose
of p
roje
ct a
nd
proj
ect d
escr
iptio
n ar
e in
clud
ed b
ut m
ay la
ck
clar
ity o
r ind
icat
es th
at
the
stud
ent h
as n
ot
tota
lly th
ough
t out
the
inte
nt o
f the
pro
ject
.
Info
rmat
ion
is m
issi
ng o
r ve
ry u
ncle
ar.
Opt
ion
B
Res
pons
e to
que
stio
n “W
hat d
id
you
lear
n th
at c
an b
e ap
plie
d” is
sp
ecifi
c, c
onci
se a
nd
dem
onst
rate
s an
exc
elle
nt
unde
rsta
ndin
g of
bot
h th
e co
urse
con
tent
and
how
it w
ould
be
app
lied
in a
DO
IT C
ente
r ro
le.
Res
pons
e to
que
stio
n “W
hat
did
you
lear
n th
at c
an b
e ap
plie
d” is
spe
cific
, con
cise
and
de
mon
stra
tes
good
un
ders
tand
ing
of b
oth
the
cour
se c
onte
nt a
nd h
ow it
w
ould
be
appl
ied
in a
DO
IT
Cen
ter r
ole.
Res
pons
e sh
ows
a ba
sic
unde
rsta
ndin
g of
co
urse
con
tent
and
how
to
app
ly it
.
Res
pons
e to
bot
h qu
estio
ns is
unc
lear
an
d sh
ows
only
ver
y ru
dim
enta
ry
unde
rsta
ndin
g of
the
cour
se c
onte
nt a
nd h
ow
to a
pply
it.
Mec
hani
cs
(1 p
oint
) N
o gr
amm
atic
al, s
pelli
ng o
r pu
nctu
atio
n er
rors
. A
lmos
t no
gram
mat
ical
, sp
ellin
g or
pun
ctua
tion
erro
rs
A fe
w g
ram
mat
ical
sp
ellin
g, o
r pun
ctua
tion
erro
rs.
Man
y gr
amm
atic
al,
spel
ling,
or p
unct
uatio
n er
rors
.
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