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An example from the University of Maryland University College [UMUC]

The title of the activity is: The Building of the Chesapeake and Ohio Canal.

Although this is an online activity, the ideas can be transformed and applied to our courses.

Original text In this example, students examine

illustrations and information relating to the canal system of early America and answer questions aimed at assessing its economic and social impact. Though primarily intended for second-level students, this example and many others in this resource could be easily adapted to the needs of undergraduates.

The exercise on the building of the Chesapeake and Ohio Canal suggests how teachers might use archival sources as a basis for teaching basic information about the industrial history of America.

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One of the suggested topics related to the “Managing Diversity” course is: “Trace the historical development of the concept of

equity from Salamanca Statement to NCLB” Helps students understand the connection of various

concepts in these stages Students can further understand the need of diverse

learners Resources needed

Relevant documents: Salamanca Statement, Dakar Framework of Action, IDEA, and NCLB

Provided in one of the format: online, softcopy, or hardcopy

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One of the suggested topics related to the “School Guidance and Counselling” course is: “Impact of resilience approach on the assessment

of guidance need of school children in Hong Kong rapid changing social context”

According to the course outline, this may be related to CILO 1& 2

Resources needed To be determined by the Counselling Team

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There are a number of disciplines in the UMUC site

If resources available, the use of technology to help implement OBL can be introduced to our Department

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