Discussion boards evaluate a program | evaluate a program | Accrediting Council for Continuing Education and Training

Discussion Boards (DB) are a key component of online learning. They foster active participation of learners and dialog with fellow learners and instructors. Graduate-level courses require learners to create original posts to course DBs and to engage in dialogue by responding to posts created by others throughout the course. Original posts and responses should be substantive, and if references are made to the works of others, APA guidelines for in-text citations and references apply.

Minimum Weekly DB Expectations

  • Post an original and thoughtful Main Post to the DB prompt.
  • Respond to at least 2 other posts from learners and/or the instructor (Response Posts).
  • The first contribution (Main Post or Response Post) must be posted before midnight (Central time) on Friday of each week.
  • Two additional responses are required after Friday of each week.
  • For DB assignment prompts with a Part One and Part Two, Part One should be addressed in the first week of the unit with a Main Post and minimum of 2 Response Posts, and Part Two should be addressed in the second week of the unit with a Main Post and a minimum of 2 Response Posts.

More on DBs

At the end of each unit, DB participation is assessed based on level of engagement and the quality of the contribution to the discussion. DBs allow learners to learn through sharing ideas and experiences as they relate to course content. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB are accepted after the end of the unit. Learners must demonstrate an appropriate depth of understanding of course content to receive credit for having submitted substantive posts. Typically, this is achieved with 3–4 strong paragraphs for Main Posts and 2–3 strong paragraphs for Response Posts.

Deliverable Specifics

Part 1

If you were going to evaluate a program or department at your place of work, what are some of the things that you would look at to decide whether it is running effectively? Why do you feel that the items selected are an appropriate metric?

Part 2

Based on your answers to Part 1, how do your selected metrics align with Kirkpatrick’s four levels of evaluation?

Do you think Kirkpatrick’s four levels of evaluation would be an effective tool for evaluating learning in a K–8 classroom? Why or why not?

How can the Kirkpatrick model be aligned with the cognitive, affective, and psychomotor taxonomies to describe an evaluation plan for your projects? What extra descriptive guidance do you have in creating evaluations when you add this model to taxonomic leveling?

Part 3

How is intellipath® an artificial intelligence (AI) tool? In what ways does it evaluate candidate performance, and in what ways might it be less than ideal in describing candidate performance capability? What are the advantages and disadvantages of using a system like this in schools and in corporate organizations? Discuss the characteristics of at least 1 other product that offers AI-based instruction and testing. Compare and contrast answers from your classmates’ input.

In your own words, post a substantive response to the Discussion Board question(s) and comment on other postings. Your response should address the DB question(s) and move the conversation forward. You will be graded on the quality of your postings, including mastery of the concept as well as critical thinking. If asked for your opinion, do not simply state that it is a good or bad idea; elaborate on your reasons and argument. Include enough detail to substantiate your thinking as well as your position on the questions or comments.

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