Learning Objectives & Intention
I selected a syllabus for a similar interpersonal communication course to the one I will be teaching through TRU – this one through Bellevue College. The course I chose is called ‘Interpersonal Communication.’ The learning outcomes include low-level objectives, such as: ‘define the process of communication’, ‘describe the specific qualities found in interpersonal relationships’; ‘explain the relationship between perception, self-concept, and communication’; ‘describe the characteristics of a competent communicator and the methods of improving language, nonverbal communication, and listening skills’. Assessment occurs through quizzes, a paper, participation and communication assessment.
Within the syllabus, it was interesting to note the weight (approximately 40% of the full grade) accorded to participation and communication assessment – pieces that evaluate the ‘practice’ of communication. This weight contrasts, it seems, with the course objectives, which are centred around information retention.
Given the opportunity to revise the syllabus, I would include high-level learning objectives, such as: ‘practice a range of communication forms’, ‘develop an understanding of the power and potential of particular forms within particular contexts’; and ‘develop knowledge and skills that enable an effective reading of communication contexts, and the formulation of effective responses’. A revised assessment matrix would place increased emphasis on the practice of communication, through the inclusion of performance-based responses to particular communications challenges. In an online learning context, this might occur through video submissions and/or written pieces in which students analyze and assess a particular communication challenge and present various possible responses and their potential associate outcomes.