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Deliverable Style Guide

Adult Learning Zone Deliverables

These green boxes include some information about how to complete each section. When you are finished please delete the green box. (right click delete table)

LESSON TITLE:  [Insert Lesson Title]

INSTRUCTOR GUIDE

LESSON ATTRIBUTION

• Provider: Designers for Learning
• Provider Set: Adult Learning Zone
• Author: [Insert Author Name(s)]

COLLEGE & CAREER READINESS STANDARDS ALIGNMENT

• Subject Area: [Insert CCRS Subject Area]
• Education Level: [Insert CCRS Education Level A - Dl]
• Anchor Standard Number: [Insert CCRS Anchor Standard Number]
• Anchor Standard Description: [Insert CCRS Anchor Standard Description]

How to Align Lesson to CCRS

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Time Required for Lesson

[Please insert time required for lesson here.]

How to Write the Time Required for Lesson section

The time required for lesson provides the instructor an estimate of the time required for a learner at the intended level to complete all activities within the lesson. For the purposes of the Designers for Learning Adult Learning Zone project, please constrain lesson time to between 15 minutes and 1 hour.

Prior Knowledge

[Please insert summary here.]

How to Write the Prior Knowledge Summary

The prior knowledge summary should tell the instructor what prior skills and knowledge the learner must have in order to complete the lesson.

Required Materials / Resources

[Please insert summary here.]

How to Write the Required Materials / Resources Summary

The materials / resources summary should tell the instructor what resources are needed in order for learners to complete the lesson. This may include required technology resources and Internet access.

Lesson Summary for Instructor

[Please insert summary here.]

How to Write the Lesson Summary

The lesson summary should tell the instructor how the module relates to the subject of study and the academic curriculum of their program. Unlike the context summary that is written for the learner within the lesson materials, the lesson summary should provide the instructor a context for the content of the module, and a recommended sequence of how the lesson should be introduced, implemented, and concluded.

LESSON OVERVIEW

LEARNING OBJECTIVES

By the end of this module, you should be able to:

• [Please insert the learning objectives here]

MODULE TOPICS

Key topics covered in this module include:

• [insert module topics here]

How to Write the Learning objectives

Learning objectives are written statements of what you expect learners will be able to DO and what they should know after completing the module. Learning objectives are not just a list of topics, but describe knowledge, skills, and attitudes learners will develop by completing the module. Each outcome should be specific, measurable, attainable, and realistic. Carefully articulated Learning objectives will guide you on what content to include in the module. A guideline is to have 3 to 5 Learning objectives per module.

How to Write Module Topics

The topics include what the module is about. These are more context and content specific and ground the module in what should make it relevant to the learner. Provide a list of topics for the module as a bulleted list.

Context Summary

[Please insert summary here.]

How to Write the Context Summary

The context summary should tell the learner how the module relates to the field of study and the academic curriculum of their program. Provide a context for the content of the module.

Relevance to Practice

[Please insert relevance to practice here.]

Module relevance to practice

Insert a paragraph or two reinforcing the importance of key issues discussed, their relevance to the learners and professional practice, etc., e.g., “As we have seen, a, b, and c impact x and are relevant because…”

Key Terms and Concepts

[Please insert the Key Terms and Concepts here.]

How to Write Key Terms and Concepts

Provide an alphabetical list of approximately 5 - 7 major terms and concepts that will be discussed in the module. After completing the module, learners should be able to look back at this list and check that they understand each of the terms in the context in which they have been presented.

LEARNING MATERIALS

How to Write the Learning Material^[a]

The purpose of the Learning Material is to provide the content that will support the learning objectives. This section is often considered the print/online version of the face-to-face lecture. Explain the basic concepts of the content, emphasizing important points and providing examples where appropriate. Specifically, include information about topics that learners typically have difficulty with.

• Write a brief Introduction for the Learning Material where appropriate.
• For each Learning Outcome, create a matching major heading in the Learning Material. This structure makes it easy for you to organize your content and also ensures that the learner can relate the content to the appropriate objectives. So if you have 5 Learning objectives for the module, you will have 5 major headings in the Learning Material.
• Add subheadings where needed to chunk the Learning Material into smaller more learnable sections of content.
• Insert relevant graphics (images, maps, illustrations, figures, tables, etc.) to appeal to learners, to break up the text, and to increase learner interest. Provide full bibliographic information for all graphics. Images must receive copyright clearance before they can be added to the course. You are encouraged to use open source materials and creativecommons.org. The Curriculum Development/Instructional Design Team can recommend online repositories and search strategies for finding OERs (open educational resources), and assist with copyright clearance.
• Further chunk the content by providing Learning Highlights. These may be points that you want to emphasize or items of additional interest. You may think of Learning Highlights as the points in a journal article that are highlighted in color or shown in a sidebar. A general guideline is to write 3 to 5 Learning Highlights for each module.

• Bold key terms the first time they are used in the text, e.g. where you will provide a definition or where you discuss such terms in depth. Also include these terms in the Glossary

• Write a brief Conclusion for the module where appropriate.

Learning Highlights

Reflection Questions

How to Write Reflection Questions

These may relate directly to your module content, but this could also be an opportunity to write down your ideas for the “look ahead, and look back” reflection.

Glossary

[Insert the Glossary in alphabetical order here. Please do NOT bullet.]

How to Write a Glossary

Authors are required to provide definitions of terms that are:

• Important for understanding the learning objectives
• Unfamiliar to learners who might not have previous knowledge about the topic of discussion

Copyright

Please Note:

All Readings, text (long quotes), graphics (maps, illustrations, tables, and figures), and media (YouTube videos, interactive web components, audio and animations) that are not the author’s original creation must have full  bibliographic information so that program office can obtain copyright permission. Please provide this information where needed with each item in the module.

Comprehensive Attribution Statement

[Insert your CAS here.]

How to Write a Comprehensive Attribution Statement

Authors are required to create a Comprehensive Attribution Statement all the resources used in the content for the Learning Material. Follow these guidelines for creating a CAS:

Original Content: Material created specifically for the slide deck or material created previously that has never been published (e.g., an instructor's lecture notes)

• “Original content contributed by PERSON(s) of INSTITUTION(s) to PROJECT.”

Creative Commons (CC) Licensed Content: Materials previously released under a Creative Commons License

• “Content created by PERSON(s) of INSTITUTION(s) for PROJECT, originally published at URL under a LICENSE license.”

Modified Creative Commons (CC) Licensed Content: Materials that have been remixed or adapted from existing Creative Commons Licensed work that specifically allows for adaptations of materials.

• “This work, TITLE, is a derivative of ‘ORIGINAL TITLE’ by PERSON(s), used under a LICENSE license. ‘TITLE’ is licensed under LICENSE by YOUR NAME.”

Copyrighted Text, Audio, or Visual Content: Materials from YouTube, Vimeo, and other sources whose Terms of Use allow embedding, or long quotations from a copyrighted work used under section 29-29.4 of the Canadian Copyright Act.

• “The [audio/video] of DESCRIPTION was created by PERSON(s) of INSTITUTION(s) for PROJECT and published at URL. This [audio/video] is copyrighted and is not licensed under an open license. Embedded as permitted by TERMS.”

Public Domain Content: Materials no longer covered by copyright (e.g., photos from before 1923 in the US, and before 1946 in Canada, provided no copyright was registered in the US)

• “Content created (or published) by PERSON(s) or INSTITUTION(s) at URL.”

CC Licensed Content with Specific Requirements: similar to CC Licensed content as listed above, but with additional requirements for attribution.

• Follow the CC licensed content guideline above and incorporate any specific instructions provided by the licensor.

Note: Please provide full bibliographic information in APA format. This includes title of the work, author/creator, URL if applicable, etc.

Supplementary Resources

[Insert your supplementary resources here.]

How to Select Supplementary Resources

Authors are encouraged to find resources that can supplement the Learning Material. These resources will benefit learners who want to read more about the topic for their assignments or further interest. Try to select resources that can be easily accessed by learners, such as web sites and other online resources.

[a] This is where we need to tie into Feliz's section in the MOOC in the instructions.