Online Course Development Guide and Review Rubric

Transcription

1 Online Course Development Guide and Review Rubric Thank you for participating in our online course review process! Your input is extremely valuable to us, and we appreciate the time you are taking to help us ensure our online course offerings meet SACs standards and provide the best in online offerings for our students. Our hope is that you will find the review experience interesting and enjoyable! Our new and improved online course evaluation rubric was created using resources obtained from the Exemplary Course Program Rubric, Blackboard, Inc., the Quality Matters Rubric Standards, the SACS Distance and Correspondence Education Policy Statement, the SACS Principles of Accreditation, and input from recent online student surveys. The rubric provides a means for instructors to self-assess and/or peer review online courses in an effort to ensure continued quality in Johnston Community College curriculum distance learning classes. Each year, 1/5 of all online courses are reviewed. Reviewer prerequisites include Blackboard navigation skills and completion of our course review training. Courses are reviewed by a program director, a peer reviewer, and a JOLT staff member. Review results are then compiled and delivered to instructors. The deadline for all review submissions May 1 st. This document serves as a printable copy for you if you would like to make notes. The final submission will be completed via an ed link to an online form. To begin, carefully evaluate each section, choosing a score of Exceeds, Meets, or Incomplete/Needs Improvement. To ensure meaningful data results, comments are required for any score of Exceeds or Incomplete/Needs Improvement. The course review should take approximately hours. Course reviewers will receive 1 hour of professional development credit per course reviewed. Again, your assistance is greatly appreciated and helps tremendously with our efforts to continuously enhance and improve our distance learning offerings. We thank you! For any questions you may have, please call JOLT at

2 Evaluation Scores: Exceeds Evidence of the criterion is clear and models a best practice for the criterion [Comments required]. Meets Evidence of the criterion is clear and is appropriate for the course. More could possibly be added. Incomplete/Needs Improvement Partial evidence of the criterion is present but additional work is needed or Evidence for this criterion could not be located [Comments required]. I. Course Overview and Introduction Course Overview and Introduction includes elements such as instructions for students as to how to get started in the course, ensuring the syllabus includes all pertinent information such as minimum technical skills expected and course materials listed, as well as a personal introduction from the instructor, and a method for students to introduce themselves to each other for collaboration. Overview: Score Comments 1.1 Instructions make clear how to get started with Blackboard and where to find various course components; [e.g., link to the online JCC Student Blackboard Orientation site, campus workshops, LRC, or other avenues for finding help]. 1.2 The syllabus is easily found and the appropriate JCC syllabus template is used and includes all required content; [e.g., Student Learning Outcomes, Text & materials, grading criteria, attendance policy, etc] 1.3 Students are introduced to the purpose and structure of the course (e.g., a How this Course Works document, calendar, or other) Introduction: Score Comments 1.4 An introduction to the course by the instructor is appropriate and present on the course starting page; may be in the form of a video. 1.5 A menu button containing instructor contact information is present and includes a photo, office hours, phone number, short instructor biography and with response time clearly explained. 1.6 A discussion forum or other tool is used or created in which students are asked to introduce themselves to the class, perhaps with photo.

3 II. Course Design & Learner Support Course Design addresses elements of instructional design. These elements include structure of the course, goals and objectives, content, content presentation, and technology used. Learner Support addresses resources available to students that are accessible within or external to the course environment. Course Goals and Objectives: Score Comments 2.1 Course goals and objectives are explained clearly in the syllabus. 2.2 Instructions to students for how to meet learning objectives are stated clearly and written from the student s perspective; [e.g., assignment rubrics or check sheets are provided and included in corresponding assignments]. 2.3 Assignments and activities promote the achievement of the stated learning objectives and provide clear guidance for completion. Content Presentation: Score Comments 2.4 Course Content is provided in manageable segments that are easily navigated in a logical, consistent and efficient manner. 2.5 Course Content is presented using a variety of current media [e.g., text, visual, audio] that promote active learning. 2.6 Course materials are visually and functionally consistent throughout the course, using color and texture to enhance content; not overpower the course information. 2.7 Unused buttons, links and tools are hidden or deleted. 2.8 The tools and media used promote the achievement of the stated learning objectives. Examples: video tutorials, screencasts, lecturecapture video, links to LRC resources, publisher interactive modules, etc. Course Technology: Score Comments 2.9 Innovative use of tools or technologies enable students to learn in a variety of ways, including, but not limited to publisher produced tools and content Students can easily access the tools and media within the course,

4 with links to download files for media players, compatibility applications and readers readily apparent If an online lab is used, the My lab menu button is utilized and a link to technical assistance is clearly displayed with directions for how to get support. III. Learner Interaction and Engagement Learner Interaction and Engagement includes course accessibility for students with visual or auditory challenges, and as well as communication between and among learners and instructor with the goal of giving students a sense of belonging to a group, rather than the student perceiving himself/herself studying independently. Accessibility: Score Comments 3.1 The course contains equivalent alternatives to auditory and visual content; [e.g. text version of audio and video]. 3.2 The course design facilitates readability and minimizes distractions; [e.g., color choice is highly contrasting, and colored text is not used]. 3.3 Alt-tags are used for all images and video. (To check, hover over images with mouse for descriptive title to appear). Student Engagement: Score Comments 3.4 Assignments and activities promote the achievement of the stated learning objectives and provide clear guidance for completion. 3.5 Deliberate attempt is made to create an interactive learning community using either group projects, chats, videoconferencing, discussion boards or other activities. 3.6 The method for which students may interact with each other and the instructor about course content is clearly defined and encouraged.

5 3.7 The Instructor takes an active role in facilitating and moderating discussions, or other class interactions to include providing feedback to students. 3.8 Students have a forum to ask questions and/or provide feedback about course content and design during the course. IV. Assessment and Feedback Assessment focuses on instructional activities; [e.g., assignments, quizzes, activities, and exams] designed to measure progress towards learning outcomes and provide feedback to students and instructor. This section addresses the quality and type of student assessments within the course. Assessment Design: Score Comments 4.1 Multiple assessment opportunities are provided to record student performance over time. 4.2 Multiple types of assessments are provided to address learning style differences and enhance motivation (For example, Powtoon assignments, research papers, discussion boards, portfolio assignments, etc) 4.3 Multiple opportunities for self-assessment are provided that includes feedback for helping students improve their understanding. 4.4 Assessments are sequenced, varied, and appropriate for measuring the skills and knowledge students have acquired. 4.5 Instructor feedback for assessments is timely and relevant to the work being assessed. 4.6 Assessments include clear instructions, including expectations, guidelines, rubrics, and grading policy. 4.7 Blackboard Grade Center is used to provide students with up to date information concerning grades.