Assignment 2019
samar88
ABDELRASOULInitialRubrics.docxLEARNING DESIGN RUBRIC
Designer: Abubakr Abdelrasoul Date: June 4th, 2018
Instruction Title: Scratch4Kids – Unit 1: Exploring Scratch Component type: Introduction
Reviewer: -
Brief description of overall expected learning outcomes: Learners will be able to define programming languages and identify example projects, will be able to download and setup Scratch, will be able to create, open, and share projects, will be able to write basic projects using Scratch, will be able to debug simple errors and to think like programmers.
Brief description of component design and its relationship to facilitating learning: “Let’s Play!” using Scratch, what is programming, why it is important to learn programming, what is Scratch, what can you do with Scratch, how and from where to download Scratch; what are the available resources. The purpose of this component is to GET learners attention and to motivate them to continue this course.
|
|
NA |
Needs Improvement – 1 |
2 |
On the Right Track – 3 |
4 |
Ready To Go – 5 |
Comments for Rating |
|
Learning expectations defined |
· |
· Not clearly stated, no clear learning intent |
· |
· Stated, not necessarily related to overall course |
· |
· Clearly stated, clear intent, related well to component and overall instruction |
|
|
Activity relatedness to learning |
· |
· Unrelated to type / level of learning |
· |
· Activity related to level of learning |
· |
· Activity related to level of learning and supports transfer |
|
|
Level of Generative / Developmental Engagement |
· |
· Little or no generative activity |
· |
· Generative activity lacks developmental feedback |
· |
· Engaging in generative and knowledge organization, ample developmental feedback |
|
|
Presence of formative / developmental feedback |
· |
· Little or no feedback within activity |
· |
· Feedback opportunities, correct/incorrect, not formative, or developmental |
· |
· Feedback formative, multiple types support progression in learning, critical thinking |
|
|
Impact of activity on learning |
· |
· No display of learning required |
· |
· Learning display prompted, related to expected outcomes |
· |
· Learning display required higher level thinking, creative responses |
|
|
Activity outcomes / products |
· |
· Not clearly defined |
· |
· Traditional outcomes defined, e.g., paper, drawing, etc. |
· |
· Prompts learner to produce meaningful representations of their own learning |
|
|
Graphics and images |
· |
· Do not prompt learning of content |
· |
· Support learning process |
· |
· Engage learners deeply in content (prompt critical, deep thinking) |
|
|
Overall Learning Design |
· |
· Lack creativity in engaging learners in multiple ways |
· |
· Engages learners in multiple way with content |
· |
· Prompts learners to engage in traditional and new ways, make own choices |
|
|
Instruction
|
· |
· Lacks clear instruction |
· |
· Provides instruction, no prompting for exploration beyond instruction |
· |
· Clear instructions prompt for further exploration of content |
|
Score Awarded Points: 38 Possible Points: 45
ADVANCED INSTRUCTIONAL DESIGN
RUBRICS
2
INSTRUCTION AND MESSAGE DESIGN RUBRIC
Designer: Abubakr Abdelrasoul Date: June 4th, 2018
Instruction Title: Scratch4Kids – Unit 1: Exploring Scratch Component type: Introduction
Reviewer: -
Brief description of overall instructional design (e.g. format, flow, etc.): The flow of activities for a 150-minute introductory unit to Scratch programming language. The unit consists of four activities: 1) Introduction, 2) Demonstration, 3) Application, and 4) Summary.
Brief description of component design, purpose, and fit within instructional unit: “Let’s Play!” using Scratch, what is programming, why it is important to learn programming, what is Scratch, what can you do with Scratch, how and from where to download Scratch; what are the available resources. The purpose of this component is to GET learners attention and to motivate them to continue this course.
|
|
NA |
Needs Improvement – 1 |
2 |
On the Right Track – 3 |
4 |
Ready To Go – 5 |
Comments for Rating |
|
Content presentation |
· |
· No clear organization, disjointed, no logical order |
· |
· Basic organization with logical progression |
· |
· Completely organized, many connections and interconnections, enhances the message. |
|
|
Topic / Activity Focus |
· |
· No clear focus; message / activity is confusing |
· |
· Message / activity is focused with a clear message |
· |
· Message / activity is complex, each aspect clear, contributes to overall message |
|
|
Quality of information
|
· |
· Inaccurate content, uninformative, uninteresting |
· |
· Content accurate, adds new knowledge |
· |
· Content accurate, easy to understand, complex info, expands knowledge |
|
|
Citations (images, web sites, books used) |
· |
· Does not credit sources correctly |
· |
· Includes most credits |
· |
· Includes credits in correct format |
|
|
Quantity of information |
· |
· Some information that does not promote message / activity |
· |
· Enough basic information to cover the message / activity |
· |
· Significant amount of info, connections make message / activity very informative |
|
|
Clarity of information |
· |
· Spelling, grammatical errors inappropriate language |
· |
· Few spelling, grammar errors, appropriate use of language |
· |
· Message well scripted, significantly improves the message |
|
|
Impact of message / level of activity |
· |
· Passive. Little thought, or activity required |
· |
· Engaging. Some thought about the message required. |
· |
· Very engaging, requires in-depth reflection |
|
|
Graphics and images |
· |
· Not related to message, not related, distracting |
· |
· Related to message / activity, poor position |
· |
· Depicts message beyond text |
|
|
Overall use of colors |
· |
· None or too many, no purpose, distracting |
· |
· Suggests purpose or organization |
· |
· Adds depth to message beyond text |
|
|
Message Organization |
· |
· Titles, graphics, audio, video, transitions, etc. detract from message |
· |
· Titles, graphics, audio, video, transitions, etc. appropriate for message |
· |
· Titles, graphics, audio, video, transitions, etc. enhance message |
|
|
Text / Font
|
· |
· Font type, size, color difficult to read, many changes, distracting |
· |
· Font type, size, color easy to read, organized use of fonts |
· |
· Font type, size, color, etc. emphasize points, relationships, etc. |
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Score Awarded Points: 53 Possible Points: 55
LEARNING DESIGN RUBRIC
Designer: Abubakr Abdelrasoul Date: June 4th, 2018
Instruction Title: Scratch4Kids – Unit 1: Exploring Scratch Component type: Demonstration
Reviewer: -
Brief description of overall expected learning outcomes: Learners will be able to define programming languages and identify example projects, will be able to download and setup Scratch, will be able to create, open, and share projects, will be able to write basic projects using Scratch, will be able to debug simple errors and to think like programmers.
Brief description of component design and its relationship to facilitating learning: Tell and demonstrate “Hello World!” example, tell and demonstrate “Car 1” example, tell and demonstrate “Car 2” example, tell and demonstrate “Debug-It” with examples, tell and demonstrate “Do & Don’t” with examples. According to Merrill’s First Principles of Instruction, Learning is facilitated when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned. This component serves this purpose. It worth to mention that these examples progress from easy to difficulty and they build on each other.
|
|
NA |
Needs Improvement – 1 |
2 |
On the Right Track – 3 |
4 |
Ready To Go – 5 |
Comments for Rating |
|
Learning expectations defined |
· |
· Not clearly stated, no clear learning intent |
· |
· Stated, not necessarily related to overall course |
· |
· Clearly stated, clear intent, related well to component and overall instruction |
|
|
Activity relatedness to learning |
· |
· Unrelated to type / level of learning |
· |
· Activity related to level of learning |
· |
· Activity related to level of learning and supports transfer |
|
|
Level of Generative / Developmental Engagement |
· |
· Little or no generative activity |
· |
· Generative activity lacks developmental feedback |
· |
· Engaging in generative and knowledge organization, ample developmental feedback |
|
|
Presence of formative / developmental feedback |
· |
· Little or no feedback within activity |
· |
· Feedback opportunities, correct/incorrect, not formative, or developmental |
· |
· Feedback formative, multiple types support progression in learning, critical thinking |
|
|
Impact of activity on learning |
· |
· No display of learning required |
· |
· Learning display prompted, related to expected outcomes |
· |
· Learning display required higher level thinking, creative responses |
|
|
Activity outcomes / products |
· |
· Not clearly defined |
· |
· Traditional outcomes defined, e.g., paper, drawing, etc. |
· |
· Prompts learner to produce meaningful representations of their own learning |
|
|
Graphics and images |
· |
· Do not prompt learning of content |
· |
· Support learning process |
· |
· Engage learners deeply in content (prompt critical, deep thinking) |
|
|
Overall Learning Design |
· |
· Lack creativity in engaging learners in multiple ways |
· |
· Engages learners in multiple way with content |
· |
· Prompts learners to engage in traditional and new ways, make own choices |
|
|
Instruction
|
· |
· Lacks clear instruction |
· |
· Provides instruction, no prompting for exploration beyond instruction |
· |
· Clear instructions prompt for further exploration of content |
|
ADVANCED INSTRUCTIONAL DESIGN
RUBRICS
Score Awarded Points: 41 Possible Points: 45
INSTRUCTION AND MESSAGE DESIGN RUBRIC
Designer: Abubakr Abdelrasoul Date: June 4th, 2018
Instruction Title: Scratch4Kids – Unit 1: Exploring Scratch Component type: Demonstration
Reviewer: -
Brief description of overall instructional design (e.g. format, flow, etc.): The flow of activities for a 150-minute introductory unit to Scratch programming language. The unit consists of four activities: 1) Introduction, 2) Demonstration, 3) Application, and 4) Summary.
Brief description of component design, purpose, and fit within instructional unit: Tell and demonstrate “Hello World!” example, tell and demonstrate “Car 1” example, tell and demonstrate “Car 2” example, tell and demonstrate “Debug-It” with examples, tell and demonstrate “Do & Don’t” with examples. According to Merrill’s First Principles of Instruction, Learning is facilitated when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned. This component serves this purpose. It worth to mention that these examples progress from easy to difficulty and they build on each other.
|
|
NA |
Needs Improvement – 1 |
2 |
On the Right Track – 3 |
4 |
Ready To Go – 5 |
Comments for Rating |
|
Content presentation |
· |
· No clear organization, disjointed, no logical order |
· |
· Basic organization with logical progression |
· |
· Completely organized, many connections and interconnections, enhances the message. |
|
|
Topic / Activity Focus |
· |
· No clear focus; message / activity is confusing |
· |
· Message / activity is focused with a clear message |
· |
· Message / activity is complex, each aspect clear, contributes to overall message |
|
|
Quality of information
|
· |
· Inaccurate content, uninformative, uninteresting |
· |
· Content accurate, adds new knowledge |
· |
· Content accurate, easy to understand, complex info, expands knowledge |
|
|
Citations (images, web sites, books used) |
· |
· Does not credit sources correctly |
· |
· Includes most credits |
· |
· Includes credits in correct format |
|
|
Quantity of information |
· |
· Some information that does not promote message / activity |
· |
· Enough basic information to cover the message / activity |
· |
· Significant amount of info, connections make message / activity very informative |
|
|
Clarity of information |
· |
· Spelling, grammatical errors inappropriate language |
· |
· Few spelling, grammar errors, appropriate use of language |
· |
· Message well scripted, significantly improves the message |
|
|
Impact of message / level of activity |
· |
· Passive. Little thought, or activity required |
· |
· Engaging. Some thought about the message required. |
· |
· Very engaging, requires in-depth reflection |
|
|
Graphics and images |
· |
· Not related to message, not related, distracting |
· |
· Related to message / activity, poor position |
· |
· Depicts message beyond text |
|
|
Overall use of colors |
· |
· None or too many, no purpose, distracting |
· |
· Suggests purpose or organization |
· |
· Adds depth to message beyond text |
|
|
Message Organization |
· |
· Titles, graphics, audio, video, transitions, etc. detract from message |
· |
· Titles, graphics, audio, video, transitions, etc. appropriate for message |
· |
· Titles, graphics, audio, video, transitions, etc. enhance message |
|
|
Text / Font
|
· |
· Font type, size, color difficult to read, many changes, distracting |
· |
· Font type, size, color easy to read, organized use of fonts |
· |
· Font type, size, color, etc. emphasize points, relationships, etc. |
|
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Score Awarded Points: 53 Possible Points: 55
LEARNING DESIGN RUBRIC
Designer: Abubakr Abdelrasoul Date: June 4th, 2018
Instruction Title: Scratch4Kids – Unit 1: Exploring Scratch Component type: Application
Reviewer: -
Brief description of overall expected learning outcomes: Learners will be able to define programming languages and identify example projects, will be able to download and setup Scratch, will be able to create, open, and share projects, will be able to write basic projects using Scratch, will be able to debug simple errors and to think like programmers.
Brief description of component design and its relationship to facilitating learning: Tell “Program Problem 1 -” with final solution, tell “Program Problem 2” with final solution, tell “Debug-It Problem 3” with final solution. Referring to Merrill’s First Principles of Instruction, learning is facilitated when learners are required to use their new knowledge or skill to solve problems. This component serves this purpose. It worth to mention that these problems progress from easy to difficulty and they build on each other.
|
|
NA |
Needs Improvement – 1 |
2 |
On the Right Track – 3 |
4 |
Ready To Go – 5 |
Comments for Rating |
|
Learning expectations defined |
· |
· Not clearly stated, no clear learning intent |
· |
· Stated, not necessarily related to overall course |
· |
· Clearly stated, clear intent, related well to component and overall instruction |
|
|
Activity relatedness to learning |
· |
· Unrelated to type / level of learning |
· |
· Activity related to level of learning |
· |
· Activity related to level of learning and supports transfer |
|
|
Level of Generative / Developmental Engagement |
· |
· Little or no generative activity |
· |
· Generative activity lacks developmental feedback |
· |
· Engaging in generative and knowledge organization, ample developmental feedback |
|
|
Presence of formative / developmental feedback |
· |
· Little or no feedback within activity |
· |
· Feedback opportunities, correct/incorrect, not formative, or developmental |
· |
· Feedback formative, multiple types support progression in learning, critical thinking |
|
|
Impact of activity on learning |
· |
· No display of learning required |
· |
· Learning display prompted, related to expected outcomes |
· |
· Learning display required higher level thinking, creative responses |
|
|
Activity outcomes / products |
· |
· Not clearly defined |
· |
· Traditional outcomes defined, e.g., paper, drawing, etc. |
· |
· Prompts learner to produce meaningful representations of their own learning |
|
|
Graphics and images |
· |
· Do not prompt learning of content |
· |
· Support learning process |
· |
· Engage learners deeply in content (prompt critical, deep thinking) |
|
|
Overall Learning Design |
· |
· Lack creativity in engaging learners in multiple ways |
· |
· Engages learners in multiple way with content |
· |
· Prompts learners to engage in traditional and new ways, make own choices |
|
|
Instruction
|
· |
· Lacks clear instruction |
· |
· Provides instruction, no prompting for exploration beyond instruction |
· |
· Clear instructions prompt for further exploration of content |
|
ADVANCED INSTRUCTIONAL DESIGN
RUBRICS
Score Awarded Points: 41 Possible Points: 45
INSTRUCTION AND MESSAGE DESIGN RUBRIC
Designer: Abubakr Abdelrasoul Date: June 4th, 2018
Instruction Title: Scratch4Kids – Unit 1: Exploring Scratch Component type: Application
Reviewer: -
Brief description of overall instructional design (e.g. format, flow, etc.): The flow of activities for a 150-minute introductory unit to Scratch programming language. The unit consists of four activities: 1) Introduction, 2) Demonstration, 3) Application, and 4) Summary.
Brief description of component design, purpose, and fit within instructional unit: Tell “Program Problem 1 -” with final solution, tell “Program Problem 2” with final solution, tell “Debug-It Problem 3” with final solution. Referring to Merrill’s First Principles of Instruction, learning is facilitated when learners are required to use their new knowledge or skill to solve problems. This component serves this purpose. It worth to mention that these problems progress from easy to difficulty and they build on each other.
|
|
NA |
Needs Improvement – 1 |
2 |
On the Right Track – 3 |
4 |
Ready To Go – 5 |
Comments for Rating |
|
Content presentation |
· |
· No clear organization, disjointed, no logical order |
· |
· Basic organization with logical progression |
· |
· Completely organized, many connections and interconnections, enhances the message. |
|
|
Topic / Activity Focus |
· |
· No clear focus; message / activity is confusing |
· |
· Message / activity is focused with a clear message |
· |
· Message / activity is complex, each aspect clear, contributes to overall message |
|
|
Quality of information
|
· |
· Inaccurate content, uninformative, uninteresting |
· |
· Content accurate, adds new knowledge |
· |
· Content accurate, easy to understand, complex info, expands knowledge |
|
|
Citations (images, web sites, books used) |
· |
· Does not credit sources correctly |
· |
· Includes most credits |
· |
· Includes credits in correct format |
|
|
Quantity of information |
· |
· Some information that does not promote message / activity |
· |
· Enough basic information to cover the message / activity |
· |
· Significant amount of info, connections make message / activity very informative |
|
|
Clarity of information |
· |
· Spelling, grammatical errors inappropriate language |
· |
· Few spelling, grammar errors, appropriate use of language |
· |
· Message well scripted, significantly improves the message |
|
|
Impact of message / level of activity |
· |
· Passive. Little thought, or activity required |
· |
· Engaging. Some thought about the message required. |
· |
· Very engaging, requires in-depth reflection |
|
|
Graphics and images |
· |
· Not related to message, not related, distracting |
· |
· Related to message / activity, poor position |
· |
· Depicts message beyond text |
|
|
Overall use of colors |
· |
· None or too many, no purpose, distracting |
· |
· Suggests purpose or organization |
· |
· Adds depth to message beyond text |
|
|
Message Organization |
· |
· Titles, graphics, audio, video, transitions, etc. detract from message |
· |
· Titles, graphics, audio, video, transitions, etc. appropriate for message |
· |
· Titles, graphics, audio, video, transitions, etc. enhance message |
|
|
Text / Font
|
· |
· Font type, size, color difficult to read, many changes, distracting |
· |
· Font type, size, color easy to read, organized use of fonts |
· |
· Font type, size, color, etc. emphasize points, relationships, etc. |
|
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· |
· |
· |
· |
· |
· |
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· |
· |
· |
· |
· |
· |
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· |
· |
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Score Awarded Points: 53 Possible Points: 55
LEARNING DESIGN RUBRIC
Designer: Abubakr Abdelrasoul Date: June 4th, 2018
Instruction Title: Scratch4Kids – Unit 1: Exploring Scratch Component type: Summary
Reviewer: -
Brief description of overall expected learning outcomes: Learners will be able to define programming languages and identify example projects, will be able to download and setup Scratch, will be able to create, open, and share projects, will be able to write basic projects using Scratch, will be able to debug simple errors and to think like programmers.
Brief description of component design and its relationship to facilitating learning: Wrap-up what is being learned so far and the most important concepts, suggest learning tool (checklist) to help learners organize their learning, and briefly connect the current unit with the coming unit. Summary is important as it facilitate learning by directing learners to important information and how to organize their schema.
|
|
NA |
Needs Improvement – 1 |
2 |
On the Right Track – 3 |
4 |
Ready To Go – 5 |
Comments for Rating |
|
Learning expectations defined |
· |
· Not clearly stated, no clear learning intent |
· |
· Stated, not necessarily related to overall course |
· |
· Clearly stated, clear intent, related well to component and overall instruction |
|
|
Activity relatedness to learning |
· |
· Unrelated to type / level of learning |
· |
· Activity related to level of learning |
· |
· Activity related to level of learning and supports transfer |
|
|
Level of Generative / Developmental Engagement |
· |
· Little or no generative activity |
· |
· Generative activity lacks developmental feedback |
· |
· Engaging in generative and knowledge organization, ample developmental feedback |
|
|
Presence of formative / developmental feedback |
· |
· Little or no feedback within activity |
· |
· Feedback opportunities, correct/incorrect, not formative, or developmental |
· |
· Feedback formative, multiple types support progression in learning, critical thinking |
|
|
Impact of activity on learning |
· |
· No display of learning required |
· |
· Learning display prompted, related to expected outcomes |
· |
· Learning display required higher level thinking, creative responses |
|
|
Activity outcomes / products |
· |
· Not clearly defined |
· |
· Traditional outcomes defined, e.g., paper, drawing, etc. |
· |
· Prompts learner to produce meaningful representations of their own learning |
|
|
Graphics and images |
· |
· Do not prompt learning of content |
· |
· Support learning process |
· |
· Engage learners deeply in content (prompt critical, deep thinking) |
|
|
Overall Learning Design |
· |
· Lack creativity in engaging learners in multiple ways |
· |
· Engages learners in multiple way with content |
· |
· Prompts learners to engage in traditional and new ways, make own choices |
|
|
Instruction
|
· |
· Lacks clear instruction |
· |
· Provides instruction, no prompting for exploration beyond instruction |
· |
· Clear instructions prompt for further exploration of content |
|
ADVANCED INSTRUCTIONAL DESIGN
RUBRICS
Score Awarded Points: 38 Possible Points: 45
INSTRUCTION AND MESSAGE DESIGN RUBRIC
Designer: Abubakr Abdelrasoul Date: June 4th, 2018
Instruction Title: Scratch4Kids – Unit 1: Exploring Scratch Component type: Summary
Reviewer: -
Brief description of overall instructional design (e.g. format, flow, etc.): The flow of activities for a 150-minute introductory unit to Scratch programming language. The unit consists of four activities: 1) Introduction, 2) Demonstration, 3) Application, and 4) Summary.
Brief description of component design, purpose, and fit within instructional unit: Wrap-up what is being learned so far and the most important concepts, suggest learning tool (checklist) to help learners organize their learning, and briefly connect the current unit with the coming unit. Summary is important as it facilitate learning by directing learners to important information and how to organize their schema
|
|
NA |
Needs Improvement – 1 |
2 |
On the Right Track – 3 |
4 |
Ready To Go – 5 |
Comments for Rating |
|
Content presentation |
· |
· No clear organization, disjointed, no logical order |
· |
· Basic organization with logical progression |
· |
· Completely organized, many connections and interconnections, enhances the message. |
|
|
Topic / Activity Focus |
· |
· No clear focus; message / activity is confusing |
· |
· Message / activity is focused with a clear message |
· |
· Message / activity is complex, each aspect clear, contributes to overall message |
|
|
Quality of information
|
· |
· Inaccurate content, uninformative, uninteresting |
· |
· Content accurate, adds new knowledge |
· |
· Content accurate, easy to understand, complex info, expands knowledge |
|
|
Citations (images, web sites, books used) |
· |
· Does not credit sources correctly |
· |
· Includes most credits |
· |
· Includes credits in correct format |
|
|
Quantity of information |
· |
· Some information that does not promote message / activity |
· |
· Enough basic information to cover the message / activity |
· |
· Significant amount of info, connections make message / activity very informative |
|
|
Clarity of information |
· |
· Spelling, grammatical errors inappropriate language |
· |
· Few spelling, grammar errors, appropriate use of language |
· |
· Message well scripted, significantly improves the message |
|
|
Impact of message / level of activity |
· |
· Passive. Little thought, or activity required |
· |
· Engaging. Some thought about the message required. |
· |
· Very engaging, requires in-depth reflection |
|
|
Graphics and images |
· |
· Not related to message, not related, distracting |
· |
· Related to message / activity, poor position |
· |
· Depicts message beyond text |
|
|
Overall use of colors |
· |
· None or too many, no purpose, distracting |
· |
· Suggests purpose or organization |
· |
· Adds depth to message beyond text |
|
|
Message Organization |
· |
· Titles, graphics, audio, video, transitions, etc. detract from message |
· |
· Titles, graphics, audio, video, transitions, etc. appropriate for message |
· |
· Titles, graphics, audio, video, transitions, etc. enhance message |
|
|
Text / Font
|
· |
· Font type, size, color difficult to read, many changes, distracting |
· |
· Font type, size, color easy to read, organized use of fonts |
· |
· Font type, size, color, etc. emphasize points, relationships, etc. |
|
|
|
· |
· |
· |
· |
· |
· |
|
|
|
· |
· |
· |
· |
· |
· |
|
|
|
· |
· |
· |
· |
· |
· |
|
Score Awarded Points: 53 Possible Points: 55
