Learning Plan Guide – 2017

Course Identification:

  • The information in the course identification box is the same as that given in the course outline.
  • Check the method of delivery.
  • Note: Hybrid delivery is only indicated if the course is approved by your Campus Dean/Associate Dean.
  • The Learning Plan must be approved by the Campus Dean/Associate Dean before it can be distributed to students.

Assessment Plan:

Academic Policy 8.1 (2017-2018, approved at Academic Council April 10, 2017)

The assessment/evaluation process is continuous throughout

the course. This process may include in class tasks, written

and oral quizzes, essays, reports, group projects, and other

types of projects that support the course learning outcomes.

A minimum of three different assessment strategies are

implemented for each course. The student passes each

course by demonstrating that the learning outcomes as

outlined in the Course Outline have been achieved to the

required standard.

Assessment Types:

There are many forms of assessment. Faculty choose the ones most relevant for the course content, and to meet the needs of their students.

Types of assessments could include:

  • tests (includes quizzes, mid-term, final, online or in-class)
  • participation
  • discussion (in-class or online)
  • presentations (individual or group)
  • written assignments (individual or group)
  • lab reports
  • demonstration of skills or work
  • practical lab assessments
  • performance appraisals
  • case studies

For help with types of assessments, contact the Faculty Coach.

CLO (Course Learning Outcomes):

  • Each assessment must relate to one or more course learning outcomes

VLO(Vocational Learning Outcomes) or PLO (Program Learning Outcomes):

  • Each assessment must relate to one or more VLOs/PLOs that are identified in the course outline
  • If your course is not associated with a program that has VLOS/PLOs, you do not complete this section.
  • For general education coursesand some communications courses, you do not complete this section as they do not align to specific VLOs/PLOs.

Description:

  • Give brief details about what is expected for the assessment type such as if there are multiple parts (ie. essays with outlines, drafts and final submission); the frequency (ie. number of quizzes: eg. Quiz #1, Quiz #2);
  • The complete information for each assessment type is given in your supporting documentation (ie. assignment package)

Tentative due dates:

  • These should be listed by date or week. Be consistent with what you use in the delivery schedule.

% of grade:

  • This is completed for assessments that have various components or tests/quizzes that have various grades. (Example 1: Tests: Quiz 1- 5%, Quiz 2- 2%: Example 2: Essay: draft – 5%, final submission – 15%)
  • If the assessment type is not broken down into parts, this column does not need to be completed.

Total %:

  • This is the total value of the assessment type. It is not a running total of all the assessments. Make sure that all the assessments add up to 100%
  • Aim for a balance of weightings of assessments from low stakes near the beginning of the course to higher ones for projects or tests that might come near the end.
  • Aim for a balance across the semester. Have some assessments or parts of larger ones earlier on in the semester so students can receive feedback about their performance and make adjustments as needed.

College Continuance Policy:

  • If your program has an approved specific continuance policy, it is entered in the “Program Specific Continuance Policy”. (ie. Business Programs).
  • If there is no approved program specific policy, the default is the College Policy. Leave the box empty.

Required Texts, Materials, Resources or Technical Materials Required:

  • Include a complete listing of textbooks, online resources, etc.
  • Give as much detail as needed for the students to be able to locate the materials for the course.
  • All courses will use Blackboard as the Learning Management System (LMS).
  • Students will be expected to access Blackboard for course materials, grades, etc.

2017-2018 College Academic Policy: Attendance and Participation

  • This section is updated annually when the Academic Policy Manual is revised. This is process is completed by April 30 for the next academic year.
  • New or revised information will be automatically added to the Learning Plan Template.
  • Make sure that you are using the most current version.

Special Notes for this Course

  • Include notes specific for your course. These can include assessment requirements, instructor availability, course expectations, etc.
  • These notes may vary by instructor if more than one person is teaching the course in different programs.
  • All instructors, however, must adhere to the same vocational and course learning outcomes identified in the course outline.

Learning Plan Delivery Schedule

Week:

  • You can use modules and break them into weeks or use weeks only.
  • Be careful with just using dates if you roll your delivery schedule over from one year to another.

Topic:

  • Indicate the main focus for the week or module.
  • You may add reminders about assessment due dates.

Key Learning Objectives:

  • Ask yourself what you want the students to be able to do at the end of the class or module. This is not a list of teacher-centered objectives.
  • Begin with an action verb: “Identify the major components of the constructivist theory.” “Discuss the importance of safety in the kitchen.”
  • The objectives each week/module should address one or more parts or the whole of the course learning outcomes as well as relating to the assessments in the course.
  • Encourage students to use these key learning objectives as a starting point for reviews for tests and other assessment types.

Learning Activities:

  • Include a variety of active learning techniques that students will engage in either onsite or online or a combination (hybrid delivery mode)
  • A lecture is something that the instructor does. A discussion of the points in a lecture is an engagement activity for students.
  • If you need some assistance, contact your Faculty Coach.

Resources and References:

  • Indicate the specific textbook chapter readingsand/or other resources to be used for that week or module.