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the skill may not extend past an educational context). Course Construction: Course content, outcomes, practice and are consistent. Course contains at least three of the four elements; some consistency may be implied. Course contains all four elements; consistency is generally indicated. Course content, outcomes, practice and assessment are consistent with each and clearly linked together. Course content, outcomes, practice and assessment are consistent; the relationship among them is clearly indicated; outcomes may be linked to institutional outcomes or target standards in the field (when applicable). Course materials are presented to accommodate multiple learning styles. Presentation of materials uses primarily one methodology (e.g. Presentation of materials uses more than one method (e.g. print, visual, experiential, etc.). Applications to real-life situations may be presented. Course materials are presented in a variety of ways, and students are able to select methods to suit abilities and preferences. Applications to real-life situations are presented; student tasks sometimes require application. Course uses powerful visuals and well-organized print; direct, vicarious, and virtual experiences; and tasks requiring applications to real-life situations. Presentation of content fosters opportunities. Course requires students to read materials and respond to instructor's posted questions. Material is chunked [divided, organized] into appropriate sections for learning audience; includes basic recall exercises and practice. Material is appropriately chunked, interspersed with activities that require both recall and some application (e.g. identifying examples, deriving examples, practice applications) Material is appropriately chunked with frequent required practices and learning strategies that involve both recall and application. Course design includes the necessary components of successful instruction at the Lessons/modules have an organized format and include some basic events: e.g. objectives, information, assessment. However, Course design includes most elements in many lessons. Some elements, such as motivational techniques, or practice, Course design includes most or all elements in most or all lessons. Each element is mostly complete. Course design includes, for each lesson: motivational techniques objectives