My conclusions for Week 5: The Online Syllabus
Some suggestions are obvious, but probably necessary to avoid the traditional static syllabus that no student read. Most of the syllabus that I have met are created to meet institutional standards and serve as a reference to the teacher to structure their content, but are quickly forgotten and almost never updated.
For this reason I think the discussion on the syllabus serves two objectives:
- As a reflection of course content (the reading gives a clear idea of the course, expectations, requirements and methodology).
- As a practical guide for the student.
I found particularly important the proposed “perspective” of the three Aspects emphasizing:
- The Contract (class participation, grading criteria, student expectations)
- The Map, or the diagram to connect the learning outcomes with the course materials and the assessment used in the course.
- The Schedule
This is ok for courses that follow a sequential path.
But… which model to use if the course is essentially constructivist?, such as:
- Oriented to create search skills, critical analysis and construction of content (ie with little or no reference material)?. Naturally, a syllabus is necessary not to display the sequence of content, but to describe the sequence of topics for discussion and research expressed, for example, in forums.
- Project-based course which evaluates students learning outcomes including problem solving, collaboration, application of Knowledge, analysis and synthesis. In that case, the syllabus is more based on a portfolio.
I found particularly interesting the “Checklist for Online Syllabus” and clear the separate proposal for the online respective blended course syllabus.
The recording of Lisa and Jim gave me good advice to implement a Blackboard course based on a perspective of an Interactive Syllabus, easier to implement in Moodle.