Design blueprint

Contents
Metadata summary
 Level: introductory
 Discipline: Mathematics
 Notional learning hours: 150
 Credits: 3
 Local credential at your institution: This course meets the general education requirement for mathematics at our institution.
Intended target audience
This course is intended primarily for a learner who has been out of formal education for some time. It may be someone who never went to university level study because of work obligations. Or, it may be someone who has a few credits at the higher education level (perhaps community college in the US or a few credits from a university.) The intent of this course is to build on whatever experience the learner brings, helping him or her integrate previous experience with mathematical methods for the solving of authentic problems.
 This is an open course.
 There are no corequisites or prerequisites.
Delivery model
The course will include skill development in mathematics, but primarily focus on solving quantitativelybased problems, using technology tools (such as a spreadsheet), reflection and collaborative work.
Course learning resources will include:
• Initial assessment of entering quantitative skills followed by development of learning plan based on goals of learner, but also addressing goals of course and requirements for credential
• Written resources, podcasts and other media (all OERs) that have been indexed for easier access
• Specific resources developed for the course by ESC graduate student, Susan Fall
• Interaction (via Mahara) with an AVI to work on personal plan, including completion of a project that demonstrates meeting of course and personal goals
• Connection (via Mahara) with other learners and AVIs to work collaboratively on a quantitativelybased project
• Use of learning journal as a means for selfassessment and reflection
Assessment model
Assessment will be based on the following:
• The journal should have at least one entry per week, in which the learner identifies what strengths they have demonstrated, what areas still need improvement and any insights they have gained from their study.
• In an ePortfolio page, the learner will document what OERs s/he has used, a summary of topics covered and results of any assessments completed within the OER (for example, if Khan Academy is used, the learner should have registered and can therefore share results of assessments).
• At least one group will be joined and the learner’s participation in that group will be assessed.
• The learner will work with an AVI (either individually or within a group) on a quantitative project. In this project, the learner will identify a problem and using a problemsolving methodology to develop a model to solve that problem, work toward a solution. Work on this project will be documented in the learner’s ePortfolio.
• The learner will have at least one Skype call with the AVI to discuss his/her work.
Interaction strategies
Learners will be part of an ePortfolio community and will interact through that community.
Studentcontent interactions
Once the initial assessment is completed, the student and AVI will identify from suggested (and discovered) OERs what content will be covered over the term. The learner and AVI will identify how the learner will document work with this content. Selfassessment will be the primary mode.
 based on learning plan
 include high level of selfassessment
Studentstudent interactions
Through Mahara, the student will have easy access to other learners through their profiles, tags and groups. The learner is encouraged to form his/her own group. Collaborative work within at least one group is expected. AVIs will be available to facilitate some of these groups.
 Facilitated through established and studentgenerated groups in Mahara
 Includes interactions through student profiles on Mahara
Studentsupport interactions
The course will incorporate:
 Tutorials for using technology, such as a spreadsheet and WolframAlpha
 The use of an AVI as a guide throughout the course
Learning outcomes / Graduate profile
By the end of this journey, learners should be able to demonstrate their ability to do the following:
1. To use algebraic tools such as equation solving and graphing
2. To articulate a problem in mathematical terms and identify a plan for solution that includes the use of equations and graphs
3. To define, in their own words, common terms, such as the following: variable, function, equation, linear, quadratic, line graph
4. To identify assumptions made in developing a mathematical solution and, from that, some possible limitations of a proposed solution
5. To identify steps in moving from a model to a solution of a problem
6. To use errorchecking strategies in order to test the appropriateness of a solution