ONLINE COURSE QUALITY DESIGN STANDARDS

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1 ONLINE COURSE QUALITY DESIGN STANDARDS

2 Resurces The fllwing resurces were used t cmpile this list f standards. These standards are based upn current best practices in nline educatin and learning and Helena Cllege student feedback. Universy f Utah Quality Curse Framewrk (n.d.) University f Mntana - MUS Principles f Quality Online Curse Design (2012) Mntana University System Cre Principles f Quality fr Online Curses in the Mntana University System (2008) BOR Plicy (1994) University f Clrad Denver The CU Online Handbk (2011) Helena Cllege Online Student Survey Results (Spring 2013) Maryland Online Quality Matters Rubric fr Higher Educatin ( ) CAST - Natinal Center n Universal Design fr Learning (2011) J.V. Bettcher, Ph.D. Designing fr Learning (2011) Great Falls Cllege Online Curse Design Guidelines (n.d.) EL Camin Cllege Page 2 f 14 Office f Online Learning

3 Online Curse Quality - Design Standards MUS Principle HC Standard R D Curse Overview and Intrductin: The verall design f the curse, navigatinal infrmatin, as well as curse, instructr and student infrmatin are made clear t the student at the beginning f the curse. Learning Outcmes: Learning utcmes are clearly defined and help the student fcus n learning activities. Assessment: Assessment strategies measure and prmte learning, are aligned t the learning utcmes, and are designed as essential t the learning and curse revisin prcess. Resurces and Materials: Instructinal materials are sufficiently cmprehensive t achieve curse bjectives and learning utcmes. Learner Interactin: The effective incrpratin f instructr-student interactin, meaningful student cperatin, and student-cntent interactin is essential t student mtivatin, intellectual cmmitment, and persnal develpment. Curse Technlgy: Technlgy used in the curse shuld enrich instructin and fster learning. Learner Supprt: The learner is effectively supprted thrugh fully accessible mdes f delivery, resurces, and student supprt services. 1.1 The curse includes the fllwing required elements as separate resurces r activities within the curse in the fllwing defined frmat. 1.2 The syllabus cntains the curse descriptin, learning utcmes, assessments, schedule f learning activities and the Helena Cllege plicies fr nline curses. 1.3 The curse cntent is prfessinally presented. 1.4 The curse is ready fr students. 1.5 Navigatin is lgical and cnsistent. 2.1 Mdule/assignment utcmes/bjectives align with the curse-level utcmes/bjectives and are listed fr each assignment, week, unit r mdule. 2.2 Learning utcmes frm the basis f the activities and the assessments. 3.1 Frmative and summative assessments include feedback mechanisms that supprt student learning. 3.2 Assessments prvide the instructr with feedback that can guide revisin/cntinual imprvement f learning experiences. 3.3 Curse grading/scring guides are prvided that makes grading criteria transparent. 3.4 Authentic assessment is a central part f the assessment strategy. 4.1 Additinal resurces that enrich the curse cntent and/r extend learning pprtunities are prvided and are apprpriately cited. 4.2 Curse resurces and materials align directly with the curse and mdule utcmes. 5.1 Clear standards are set fr instructr respnse and availability. 5.2 The design f the curse requires the instructrs presence and active facilitatin. 5.3 The design f the curse has frequent activities that ensure regular student engagement, and requires student-student, instructr-student and cmmunity-student interactin and cllabratin. 5.4 The expectatins fr student interactin are clearly stated. 5.5 The cntent is presented using a variety f instructinal methdlgies and media t reach student interests and learning styles. 6.1 Technlgy tls and media are selected based upn their ability t imprve the learning experience. 7.1 The curse prvides links t additinal supprt resurces in a prminent place n the page. 7.2 The instructr ensures thrugh supprt and instructins are prvided fr third party instructinal resurces. Accessibility: The curse materials, interactins, and plicies are intended t accmmdate all students. R=Required D=Desired 8.1 The curse syllabus articulates the institutins accessibility plices and links t the Disability Services fr Students website. 8.2 The curse incrprates accessible design features fr curse cntent. Page 3 f 14 Office f Online Learning

4 Page 4 f 14 Office f Online Learning

5 Online Curse Quality - Design Standards Anntatins Principle 1: Curse Overview and Intrductin The verall design f the curse, navigatinal infrmatin, as well as curse, instructr, and student infrmatin are made clear t the student. (1.1) The curse includes the fllwing required elements as separate resurces r activities within the curse in the fllwing defined frmat: HTML Blck Curse Links The curse must als include the fllwing links in an HTML blck labeled as Curse Links: Curse syllabus Instructr Cntact Infrmatin (linked page includes: name, phne number(s), address) Third party external links required fr the curse (e.g. MyBizLab, SAM, etc.) This blck may als include: Where t get help Textbk infrmatin and image and/r ther required materials Apprpriate instructr picture Other links as desired Start Here T meet this standard the curse will include an rientatin t familiarize students with the curse and hw the learning is structured: Add a Start Here r Get Started link t cntent that utlines the tasks t be accmplished fr the first week, curse layut, general curse plicies, student expectatins, r ther assignments as desired A link (and preferably an assignment) t attend the Online Student Fundamentals curse (Get Started Online) prvided by the Office f Online Learning. An assignment and/r link fr students t attend the Mdle Essentials fr Students curse (students uplad the certificate f cmpletin). Clear instructins n the curse structure. Fr example: Prvide details f the curse structure in the instructr s intrductry vide. Have students cmplete and turn in the STAR sheet as an assignment. Include an instructr Intrductin What t d next First tasks (1.2) The syllabus cntains the curse descriptin, learning utcmes, assessments, schedule f learning activities, and Helena Cllege plicies fr nline curses: T meet this standard the curse shuld include: Detailed curse descriptin that als includes any n-campus and/r ptinal synchrnus learning Learning utcmes that are measureable thrugh relevant assessments. A schedule f learning activities that: Align with the learning utcmes and assessments. Have crrect dates r ther indicatin f due dates fr the semester indicated. The fllwing plicies: Instructr respnse within 48 hurs (weekdays), next business day fllwing weekends Grading Plicy (e.g. scale, pints, grading within 7 days and prir t quiz, etc.) Academic accmmdatins Student engagement expectatins (e.g. discussin frums, chats, grup wrk, etc.) Page 5 f 14 Office f Online Learning

6 Academic Integrity Academic Rigr BOR Plicy defining cntact hurs and additinal hurs fr bth nline and face-t-face classes. (1.3) The curse cntent is prfessinally presented. T meet this standard the curse shuld have: Cnsistent fnt clrs/styles/headings Cntent is free f spelling and grammatical errrs Relevant, real-wrld pictures r prfessinal design features. Wrdles f key vcabulary wrds Clred line t separate cntent Real images related t the cntent. Use f cartn-like clip-art fr design purpses is discuraged (1.4) The curse is ready fr students. T meet this standard the curse must: Have a curse skeletn built inside Mdle t include assignment/activity placehlders fr each week, unit, mdule, etc. Include crrect assignment due dates/calendar dates prir t pening cntent fr students Have current and active links In a self-paced nline (SPO) curse, have ne set date fr assignment cmpletin prir t mid-term. The assignments due by this date apprximately equate t the wrk fr the first half f the curse. Have the full semester cmpleted fr curse designers explicitly cntracted t develp the full 16 weeks (1.5) Navigatin is lgical and cnsistent. T meet this standard the curse must include a: Layut that is intuitive and nt visually verwhelming. Nt t text r graphic heavy (has a gd balance) Use labels and indent levels t prvide a cnsistent rganizatin Assignment names are cnsistent and culd prvide directin (e.g. Mdle vs. SAM) Curse cntent is rganized int manageable and intuitive segments and aligns with the schedule f learning activities in the syllabus. Fr example: Mdules Units Lessns Weeks Etc. Cnsistent but limited use f varius fnt clrs (ther than black) (see 8.2) Cnsistent fnt type (see 8.2) Sufficient use f white space t visually break up the page. Page 6 f 14 Office f Online Learning

7 Principle 2: Learning Outcmes Learning utcmes are clearly defined and help the student fcus n learning activities. (2.1) Mdule/assignment utcmes/bjectives align with the curse-level utcmes/bjectives and are listed fr each assignment, week, unit r mdule. T meet this standard the curse must have: Outcmes written in a way that makes the assessment tl used easy t identify. The student will identify the characteristics f different types f welds. The student will recite the Spanish alphabet. Outcmes that are easy t lcate. Pst them at the beginning f each mdule r unit Include them with f each assignment. Include a rubric r marking guide fr the assignment with the bjectives clearly defined. Have an bjectives quiz at the beginning f each week/unit. Refer t bjectives in the textbk r lecture slides Clear, measurable bjectives aligned with the prgram s utcmes and assciated prfessinal standards. Include key bjectives (at the curse and mdule/assignment level) that address: cre learning skills related t the specific discipline at bth the lwer and upper levels f Blm s Taxnmy (Upper: Creating, Evaluating, Analyzing; Lwer: Applying, Understanding, Remembering): The student will be able t differentiate between ptential and kinetic energy (upper). The student will be able t explain Newtn s laws f mtin in his/her wn wrds (lwer). The student will evaluate surces fr credibility and accuracy (upper). The curse-level r mdule bjectives culd als include: Life skill r career skill bjectives. The students will be able t cllabrate thrugh a variety f cmmunicatin tls t prduce a grup prject. The students will use technlgy t enhance their learning experience. (2.2) Learning utcmes frm the basis f the activities and the assessments. T meet this standard the curse must include: Activities and assignments that align with the learning utcmes. Assessments that measure a student s level f achievement against the stated learning utcmes. Page 7 f 14 Office f Online Learning

8 Principle 3: Assessment Learning utcmes are clearly defined and help the student fcus n learning activities. (3.1) Frmative and summative assessments include feedback mechanisms that supprt student learning. T meet this standard the curse must include frmative and summative assessments with feedback. Fr example, the curse culd include: Guided and independent practice within each mdule/unit and thrughut the curse. Feedback fr imprvement. (3.2) Assessments prvide the instructr with feedback that can guide revisins/cntinual imprvement f learning experiences. T meet this standard instructrs shuld reflect n the curse cntent, design and delivery and make adjustments t ne r all f these curse elements t better ensure knwledge and skill transfer. Fr example: Yu nted the majrity f yur students missed a questin n the Quadratic Equatin. Yu think back t the lessn and find there culd be a vide t help students see and pause the vide thrugh the steps. Yu make that adjustment t the next presentatin f the curse, and als find a way t reteach this cncept. In yur feedback, students make cmments abut yur lack f participatin in frums. As a result, yu begin t interact in frums in apprpriate ways s that learning still cntinues, but the students als sense yur presence. (3.3) Curse grading/scring guides are prvided that makes grading criteria transparent. T meet this standard the curse must include grading criteria fr the different graded elements f a curse. Fr example: Include a scring rubric r marking guide fr writing assignments, discussin frums, and prjects. Include a table f pint values fr each graded categry in the curse (e.g. quizzes, frums, participatin, assignments, etc.). (3.4) Authentic assessment is a central part f the assessment strategy. Authentic assessments are thse that resemble the tasks as they wuld be experienced in the real wrld. These are the applicatin f skills/cncepts learned and mre than rte learning. T meet this standard the curse must include authentic assessments. Fr example: Simulatins Case Studies WebQuests Presentatins Debates Perfrmance Stry prblems Cmmunity prjects Page 8 f 14 Office f Online Learning

9 Principle 4: Resurces and Materials Instructinal materials are sufficiently cmprehensive t achieve curse bjectives and learning utcmes. (4.1) Additinal resurces that enrich the curse and/r extend learning pprtunities are prvided and are apprpriately cited. T meet this standard the curse must include additinal resurces the students can use t deepen r better their understanding f the curse cntent. All resurces (pictures, charts, etc.) shuld be apprpriately cited. In additin, instructrs incrprate their wn persnal experiences and examples t help illustrate the given lessn. Examples f Resurces: Prfessinal resurces (e.g. rganizatins, netwrks, etc.) Research resurces (e.g. hw t cite, nline jurnals, etc.) Technical resurces (e.g. Ggle Drive, etc.) Infrmatinal resurces (e.g. plagiarism 101, etc.) Real-life examples (4.2) Curse resurces and materials align directly with the curse and mdule utcmes. T meet this standard the resurces and materials shuld directly relate and align with the curse and mdule utcmes. Page 9 f 14 Office f Online Learning

10 Principle 5: Learner Interactin The effective incrpratin f instructr-student interactin, meaningful student cperatin, and student-cntent interactin is essential t student mtivatin, intellectual cmmitment, and persnal develpment. (5.1) Clear standards are set fr instructr respnse and availability. T meet this standard the curse must include a specifics regarding expected instructr respnse times and availability. Often, students gauge their interactin based upn the instructrs. Students need t knw what they can expect. These standards must be included and well cmmunicated fr: Turn arund time fr respnses. Grade pstings Grading hmewrk Availability (5.2) The design f the curse requires the instructrs presence and active facilitatin. Instructrs need t actively engage in their curses. The curse design must include elements that require and encurage the instructr s active facilitatin. Fr example: Chats Discussin pstings Individualized s Feedback tl Muddies pint frum Survey/chice tl, etc.. (5.3) The design f the curse has frequent activities that ensure regular student engagement, and requires student-student, instructr-student and/r cmmunitystudent interactin and cllabratin. Students benefit frm a class that are engaging and encurages cmmunity. The design f the nline curse shuld include many f these pprtunities. T meet this standard the curse must include activities that prmte this engagement and/r interactin. Fr example: Student engagement activity examples: Frums Chats WebQuests Experiential Learning Guided Discvery Cllabratin Shrt 5-10 minutes recrded lectures Supprting visuals/handuts/guides Pdcasts Live Cnferencing Grup prjects Partner wrk Ntificatins Interview an expert and share the interview C-develped blg pst Webinar Wrkshp Tl Cmmunity Prject planning Field wrk Virtual field trips Wikis Design with Universal Design fr Learning UDL in mind Etc. (5.4) The expectatins fr student interactin are clearly stated. T meet this standard the curse must include details n hw, when and where students are expected t interact with the instructr and ther students. Fr example: Frum participatin defining apprpriate and inapprpriate respnses Frum respnses defining the number f respnses Page 10 f 14 Office f Online Learning

11 Grup wrk define hw participatin is tracked Questins where t pst general questins Rubrics include assignment rubrics t define the level f success Chats prtcls and ethics in a live chat Nte: The Mdle glssary tl culd aut display expectatins when a keywrd is hvered ver. (5.5) The cntent is presented using a variety f instructinal methdlgies and media t reach student interests and learning styles. T meet this standard the curse must include varius instructinal methdlgies and media t keep student interests, meets the needs f the different learning styles within a curse, and incrprates Universal Design fr Learning (UDL) principles. Visual elements Vides, charts, graphs, relevant pictures, white space, PwerPints, participant guides, etc. Audi elements Vides, pdcasts, relevant sunds, etc. Kinesthetic elements Participant guides, ptins fr research, grup wrk/cllabratin, etc Page 11 f 14 Office f Online Learning

12 Principle 6: Curse Technlgy Technlgy used in the curse shuld enrich instructin and fster learning. (6.1) Technlgy tls and media are selected based upn their ability t imprve the learning experience. T meet this standard the design shuld make apprpriate use f the available technlgies t enhance the quality f the curse and imprve student engagement. Page 12 f 14 Office f Online Learning

13 Principle 7: Learner Supprt The learner is effectively supprted thrugh fully accessible mdes f delivery, resurces, and student supprt services. (7.1) The curse prvides links t additinal supprt resurces in a prminent place n the page. Helena Cllege addresses this at the site-level and includes links t: IT Services Library Student Supprt Disability Services (7.2) Students have sufficient instructins and supprt infrmatin fr the use f additinal required technlgies t include third party instructinal resurces. T meet this standard the curse must include instructins and supprt t assist students in using technlgy as required: Mdle supprt (prvided thrugh Mdle Help link site-wide) 3 rd party resurces such as: My Biz Lab GDL Math L SAM Page 13 f 14 Office f Online Learning

14 Principle 8: Accessibility The curse materials, interactins, and plicies are intended t accmmdate all students. (8.1) The curse syllabus articulates the institutins accessibility plices and links t the Disability Services fr Students website. T meet this standard the curse must include the Helena Cllege accessibility plicy within the curse syllabus as well as infrmatin n hw t access Disability Services. (8.2) The curse incrprates accessible design features fr curse cntent. T meet this standard the instructr will ensure all curse materials are accessible t students with visual and auditry impairments. This includes, but is nt limited t accessible: Wrd Dcuments PDFs PwerPints Curse layuts in Mdle Use Sans Serifs fnts (e.g. Arial, Tahma, Verdana, Helvetica) Avid placing text ver an image r patterned backgrund Use accessible fnt/backgrund clrs Dark grey r black n white r ff white is best Have a strng cntrast between the fnt clr and the backgrund. Avid the fllwing cmbinatins: Blue/range Green/magenta Yellw/cyan Magenta/blue Yellw/range Avid using r referencing fllwing clrs (e.g. all assignments in red are due Friday) Red Red n green backgrund r green n red backgrunds Blue/yellw Vides thrugh captining Audi thrugh transcripts Vide descriptins, when needed Images, thrugh using Alternate Tags Tables thrugh apprpriate identificatin f headers Page links D nt d this: T g t the Smithsnian Website, click here. D this: G t the Smithsnian Website. Page 14 f 14 Office f Online Learning

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