COURSE ADMINISTRATION

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1 ONLINE COURSE EVALUATION TOOL FACULTY CENTER FOR IGNATIAN PEDAGOGY LOYOLA UNIVERSITY CHICAGO This checklist is intended for use as a formative measure of online course development and/or a summative reflection of the online course. The goal for use is to provide guidelines to the instructor regarding course development, implementation, and improvement. This rubric was adapted from the Online Course Evaluation Form developed by Stacey Zurek for Loyola s Marcella Niehoff School of Nursing. References to resources in the FCIP Online Teaching Course (OTC) have been provided where possible. COURSE ADMINISTRATION STUDENT & FACULTY EXPECTATIONS Criteria should be present in your course and easy for students to access. They could be included in syllabus, letter to students, posted in LMS, etc. Information on these criteria can be found in the Teaching Strategies Unit of the OTC unless otherwise noted. Required Criteria N/A Comments Syllabus is well constructed and easily accessible. Syllabus is easy to find. Syllabus is printable. Instructor contact information is available. Instructor office hours are available (online/on-campus). Required and supplemental textbooks, readings lists and course materials are listed. The purpose of the course is clearly stated. Course communication instructions/guidelines are stated (i.e. Instructor guidelines). Clear standards are set for instructor responsiveness and availability (turn-around time for , assignment feedback, etc.). Specific technology requirements are stated (if needed). Includes file format limitations such as Flash not being playable on mobile devices. Student participation requirements/expectations are clearly stated. Dates and times for synchronous activities are clearly stated. Prerequisite requirements are clearly stated. Course demands are outlined and explained clearly. Recommended Criteria N/A Comments Teacher/Course evaluation information is clearly presented. 1

2 Continued COURSE ADMINISTRATION RELEVANT POLICIES Policies should be present in your course and easy for students to access. They could be included in syllabus, letter to students, posted in LMS, etc. Information about policies, and why they are relevant to a course, can be found in the Teaching Strategies Unit of the OTC. Required Policies N/A Comments Course grading policy is clearly stated. Late and make-up work policy is clearly stated. Academic integrity policy is clearly stated. Copyright policy is clearly stated. Information for students with disabilities is clearly presented. Class conduct policy is clearly stated. Netiquette policy. Treating others with respect and dignity. Recommended Policies N/A Comments Supplemental course policies/contracts are clearly presented. Confidentiality agreement. STUDENT SUPPORT RESOURCES Resources should be present in your course and easy for students to access. They could be included in syllabus, letter to students, posted in LMS, etc. Information about support resources can be found in the Preparing to Teach with Technology unit of the OTC unless otherwise noted. has a complete listing of online student services provided by LUC. Required Resources N/A Comments Financial Aid Office University Libraries Loyola Bookstore Services for students with disabilities Technical support (ITS Helpdesk) LMS support resources (Blackboard/Sakai documentation) Recommended Resources Please see for recommended modules N/A Comments Resources for being a successful online learner 2

3 Ready for Online? learning module Proctoring service information/resources (if applicable) Continued COURSE ADMINISTRATION COURSE OVERVIEW This could be done in a variety of ways, e.g. Adobe Connect synchronous session, recorded message or podcast, announcement, etc. Information about these criteria can be found in the Teaching Strategies unit > Techniques of the OTC. Required Criteria N/A Comments Instructions on how to get started and where to find various course components are clear and easy to find. The structure of the course is clearly explained. Minimum technical skills expected of the student are reviewed. A clear timeline with topics and activities is posted. Resources required for the course are explicitly stated, and information is provided to students regarding how/where to get required resources. Recommended Criteria N/A Comments A sense of community is established in the course. Instructor creates a forum where students and instructor can introduce themselves. RETHINKING TEACHING BASICS GOALS & OBJECTIVES Criteria should be present in your course and easy for students to access. They could be included in syllabus, letter to students, posted in LMS, etc. Information about these criteria can be found in the Aligning Course Activities with Outcomes unit of the OTC. Required Criteria N/A Comments The course learning objectives are appropriate for the course, measurable, and described in terms of what the student will be able to do upon completion. The module/unit learning objectives are consistent with the course level objectives and articulated in each module/unit of instruction. 3

4 Content is appropriate for student learning of course objectives. ( Choosing Appropriate Assessment Techniques ) COLLABORATIVE WORK Recommended Criteria N/A Comments Group activities, where appropriate, are designed to be effective based on the learning objectives. Could include peer review, pair-and-share, other activities. NAVIGATION AND ORGANIZATION ARE CLEAR Required Criteria N/A Comments Course structure is clear and understandable. Menu items are limited to frequently used materials, features, and functions. Organization and sequencing of the course content is logical and clear. Course syllabus is easily located. Course and assignments schedule (calendar) is summarized in one place and clearly identifies overall plan of the course. Course schedule is available in a printer-friendly format. All links used in the course are accurate and up-to-date. Topics and sub-topics are clearly identified. AESTHETIC DESIGN Required Criteria N/A Comments Color and texture do not overpower the course information. Sufficient contrast between text and background makes information easy to read. Layout of course is visually and functionally consistent. Color is used in an aesthetic rather than functional manner I.e. avoid: All items in red are due on Tuesday. Recommended Criteria N/A Comments Tables are used to present data, not as a means to layout content. Continued RETHINKING TEACHING BASICS 4

5 Images are accompanied by text descriptions (Alt text) or captions for images that require a more complex description, when possible. PRESENTING MATERIALS BASICS Required Criteria Course makes effective and appropriate use of online instructional tools for presentation of material. (Presentation Tools) The tools and media support learning objectives. (Aligning Course Activities with Outcomes and Choosing Appropriate Assessment Techniques) Indicate presentation tools being used in the course and Rationale: why they are appropriate (Presentation Tools): Articulate Jing Adobe Presenter Panopto Adobe Connect Voicethread Camtasia Other EFFECTIVE PRESENTATION OF CONTENT Required Criteria Content is made available to students in manageable segments or chunks (e.g., organized by weeks, units, chapters, topics, concepts). (Effective Content > Chunking) Material is presented in a logical sequential order based on the content and learning objective. (Effective Content > Chunking) Active learning techniques are incorporated into presented materials to allow students to reflect on the materials presented. (Effective Content > Active Learning Techniques) N/A Comments N/A Comments 5

6 Indicate active learning techniques used in the course: (Effective Content > Active Learning Techniques) One minute paper Note comparison/sharing Muddiest/clearest point Evaluation of another student s work Affective response Active review sessions Daily journal/blog Cooperative groups in class Reading quiz Concept mapping Socratic method Role playing Wait time Debates Student summary of another student s answers Other Recommended Criteria N/A Comments Summaries are provided to reinforce learning and to highlight salient points. Learning preferences are considered in the delivery of content (Effective Content > Learning Style): Learning resources vary in type to allow for learner preferences. Multiple modes of representation are provided. Graphics are used to help visual learners process text-based information. Video files are used to accommodate both auditory and visual learners. Audio files are used to accommodate auditory learners. MEDIA Required Criteria N/A Comments Media, when used, is used appropriately and in an effective way to help illustrate course concepts. (Using Media > Best Practices for Using Media in E- Learning) Copyrighted media is used in an appropriate manner. (Using Media > Copyright for Instructors) Recommended Criteria N/A Comments Accessibility of media objects is considered. Audio materials (mp3, wav, etc.) are accompanied by a transcript. Videos and screencasts are closed-captioned or a text-based version of the content is available. Continued PRESENTING MATERIALS 6

7 ASSESSMENT Required Criteria N/A Comments Course makes effective use of online instructional tools for assessment. (Aligning Course Activities with Outcomes and Choosing Appropriate Assessment Techniques and Assessment Tool Overview) The course grading and assignment policy are stated clearly & due dates listed. Assessment, evaluation, and feedback are conducted on an ongoing basis throughout the course. (Could include summative and formative.) (Using Feedback to Inform Instruction) The types of assessments used measure the stated learning objectives and are consistent with course content, activities, and resources. (Choosing Appropriate Assessment Techniques and Aligning Course Activities with Outcomes ) The quantity and scope of graded assignments is reasonable and appropriate. (Choosing Appropriate Assessment Techniques.) Clear instructions are provided on how to submit assignments. (Choosing Appropriate Assessment Techniques) ASSESSMENT & EVALUATION Appropriate security measures are enabled for tests, quizzes, and assignments (recommended techniques include) (Mark all that apply): (Resources on Online Cheating) Random access to questions or linear access Limit attempts Time limitations Password protection Other: Question pools Questions presented one at a time. Limit backtracking Anti-plagiarism software Recommended Criteria N/A Comments Rubrics identify assessment guidelines and communicate expectations to students. Sample assignments are provided to illustrate instructor expectations. Assignment options are provided to allow for different interests, backgrounds, and personal learning preferences. COMMUNICATION 7

8 COMMUNICATION Required Criteria N/A Comments Student participation requirements/expectations are clearly stated. Instructor is in touch with students regularly to provide course information and reminders. A forum is provided for students to have discussions about class activities. A forum is provided for students to get extra help on course content from the instructor and other students in the course. Netiquette is described and enforced. Instructor models interaction for students. Instructor fosters community among students using a variety of techniques. Instructor moderates/facilitates conversations effectively. Discussion opportunities are articulated in a way that allow for multiple perspectives Communication with and among students is initiated in a variety of Which collaboration tools are used in the course? (Mark all that apply) ways. (Mark all that apply) Announcements Discussion board Discussion boards Online chat Adobe Connect Phone conversations Blogs Text messages Wikis Online chat Groups VoiceThread Synchronous meetings (Adobe Connect) 8

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