Course Learning Outcome A
(Program Learning Outcomes: 8, 9, 10) |
Assessment Criteria |
| Identify leadership strategies required to effectively manage digital learning initiatives. |
- Reflects on and identifies a personal leadership approach.
- Searches for, identifies and challenges assumptions in the literature and their own thinking.
- Organizes material coherently and concisely; it is easy for the reader to identify main points and follow the sequence of ideas.
- Presents evidence of ability to critically read, analyze, and synthesize information.
- Contributes to dialogue using a variety of social learning tools and responds to questions and feedback from class members, sharing information to advance the collective knowledge of the team and/or class and/or broader audience.
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Course Learning Outcome B
(Program Learning Outcomes: 5, 8, 10) |
Assessment Criteria |
| Examine change as it relates to people, context and financial resources in the design of digital learning environments. |
- Reviews change management theories and discusses their applicability to digital environments.
- Demonstrates ability to think critically about information/arguments.
- Collects data and information in a manner that provides a comprehensive picture of perspectives.
- Provides evidence of consultation with a network of professional colleagues regarding change management issues.
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Course Learning Outcome C
(Program Learning Outcomes: 1, 5, 8) |
Assessment Criteria |
| Create an implementation plan for a digital learning initiative that recognizes and responds to the complexity of change. |
- Demonstrates an understanding of the interrelationship between innovation, change and digital learning environments.
- Recognizes and assesses intended use and end user of information, and the impacts that these have on the analytical and decision-making process.
- Provides active support to the learning community by attempting to motivate contributions, acknowledging alternative viewpoints, providing constructive feedback and supporting others.
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