Teaching With Sakai Innovation Award Course/Project Submission Form
|
|
- Milton Jennings
- 8 years ago
- Views:
Transcription
1 1. Entrant Name(s) (last name/first name): Ling, Catherine 2. Contact Info: Teaching With Sakai Innovation Award Course/Project Submission Form 3. Affiliated Institution(s): Daniel K Inouye Graduate School of Nursing Uniformed Services University of the Health Sciences Disclaimer: The views expressed in this presentation are those of the authors and do not reflect the views or official policy or position of the Uniformed Services University of the Health Science, Department of Defense or the U.S. Government. 4. Course or Project Name: Population Health for Graduate Nursing Students 5. Course or Project Award Category (select one): Traditional Higher Education (including web-enhanced courses) X Fully Online/Hybrid Courses K-12 (primary and secondary education) Project Sites & Alternative Uses of Sakai/Apereo OAE
2 6. Brief Summary or Elevator Speech The Population Health course for the Doctorate of Nursing Practice students at the Uniformed Services University of the Health Sciences uses Sakai to provide a fully online class focused on student engagement and application on the content. This course emphases provision of a solid understanding of key principles and engages students in the application of those principles through debate, creative scenarios, and small group work using almost every facet of Sakai. 7. Description of Course or Project The Uniformed Services University of the Health Sciences (USUHS) is the nation's Federal Health Sciences university. The Population Health course is USUHS Graduate School of Nursing s (GSN) first fully online course and enrolls approximately 60 students annually. This 15 week course covers epidemiology basics, key population health concepts and terminology, theories and models for population health interventions and evaluations, and disaster planning. It incorporates video lectures, readings, discussion board activities, and other written assignments. The purpose of the course is to build competency in the area of population health for Advanced Practice Nurses working in the Federal Healthcare System. The students are all in the military and pursuing their Doctorate of Nursing Practice degrees as a Nurse Anesthetist or Nurse Practitioner. These students need to emerge from the course with an understanding of key principles and core components and an ability to synthesize and apply this material in their various practice settings. One of the factors impacting the design of this course is that students are in clinical rotations across the United States. They are in different time zones and on different schedules. Therefore, the flexibility and the variety of Sakai learning platform and site tools implemented is critical to support learning and synthesis. Almost every tool available on the Sakai site is used in the delivery of this course content. The Announcements, calendar and syllabus tools are used for housekeeping and administration overviews. Lesson builder, Resources, Podcasts, Web Content (video lecture links), eresources and Newsfeed are used to deliver content. The Discussion Boards, chat, and Wiki are used for communication with Clog and Sign up tools added for the latest iteration of the course. Assignments and evaluations are conducted by using the Discussion Board, Wiki, and Tests and quizzes tools with the final results being housed in Gradebook. The variety of tools available allow for delivery of content in a variety of formats that is cohesive with learning activities and evaluations. A zombie pandemic and fictional division of the Department of Defense provide virtual laboratories within the Sakai tools for acquisition and application of knowledge. The learning principles used to design this course incorporated Bloom s learning process (moving from concrete to abstract and complex) with a focus on learner engagement, creative content, and applicability. Not all of the students have been exposed to population health principles so there is a need to provide foundational knowledge along side challenging background while making the material and assignments engaging and relevant for a very busy adult learner.
3 The success of this course is due to the design partnership with the Education & Technology Innovation Support Office professionals at USU. Their contributions to design and delivery can not be overstated. They provided thoughtful discussions and prompts throughout the crosswalk of teaching, learning, and evaluation strategies. This group has provided the zombie animations critical to the model and theories module. Faculty partners have been instrumental in beta testing course content delivery, content updating and redesign as well as course support. 8. Self-Assessment TWSIA Course/Project Self-Assessment Criterion #1: Student Engagement and Community Building A. Rating Not applicable Not evident Somewhat effective Effective X Excellent B. Evidence to Support Your Rating (250-word maximum) Students have several opportunities to engage with each other and faculty to build a virtual community. The faculty encourage this dialogue through assignment feedback (group and individual), informal discussion prompts and responses on the Sakai Discussion Boards, and through the Food for Thought materials in Module Resource Tool. Video captured through ECHO software is linked into Sakai via the Web Content tool. Scholarly readings are available from the Library via the eresources Sakai link. Students respond to each other via discussion board prompts, debates and plan postings. 100% of the students initiate and respond to their peers in the graded Discussion Boards. They are encourage to seek resources relevant to their practice areas and be creative and thoughtful in their responses. This is most evident in their plans to address a zombie pandemic where they have used a variety of creative mechanisms (AWACS aircraft and phasers) and resources (Max Brooks Zombie Survival Guide). Another way community is encouraged is through small group work. The students are organized into small groups on Sakai and are assigned a country. All of these online Sakai groups form the Humanitarian Health International Teams
4 (HHIT), a new and fictitious division in the Department of Defense. They work in these country groups using the Wiki, discussion boards and assignments tools to create responses to disasters and humanitarian aid crises. C. Additional Supporting Evidence Screen Shot HHIT Overview
5 Screenshot of HHIT Wiki TWSIA Course/Project Self-Assessment Criterion #2: Communication A. Rating Not applicable Not evident Somewhat effective Effective X Excellent B. Evidence to Support Your Rating (250-word maximum) Consistent and clear communication are foundational for this Sakai based course. Netiquette expectations are articulated in the syllabus, organizational meeting, course overview video and PowerPoint all of which are housed in the Resources Tool. Doctoral level communication is a foundational expectation communicated to students through the syllabus and assignment instructions. Faculty availability and response time are explicitly addressed in the orientation video with response timing being 24 hours for week days and next business day for weekends. Assignments are graded and returned within a week of submission. This tight timeline for feedback is critical as the content builds iteratively.
6 Additionally, the faculty hold twice weekly virtual office hours to allow individual or small groups of students time for Sakai linked , chat, video or telephone conferences. Sakai wiki pages allow students to dialogue and collaboratively build assignments. Sakai Discussion Board general query and non-graded food for thought threads encourage faculty and student dialogue and for student lead discussion of issues. Graded Sakai Discussion Board student responses expectations are clarified in the Discussion Board Instructions. Structured weekly Sakai Announcements clarify expectations of content coverage, assignment due dates and general housekeeping notes/reminders. Finally, all due dates, content start and stop dates, and office hours are located on the Sakai calendar and on the Content map in Resources. C. Additional Supporting Evidence Sample Sakai Calendar with Content mapped
7 Sample weekly announcement sent via Sakai Announcements. Each weekly announcement followed the same format: Content, Activities and Housekeeping.
8 TWSIA Course/Project Self-Assessment Criterion #3: Learning Materials and Strategies A. Rating Not applicable Not evident Somewhat effective Effective x Excellent B. Evidence to Support Your Rating (250-word maximum) A variety of learning materials, Sakai tools and strategies are used with a consistent organization of each module. Each module begins with an overview video recording and static PowerPoint. Weekly learning, reading expectations with assignments that reflect the content. The teaching components of the modules can consist of recorded lecture viewed through Sakai linked ECHO software, videos and web sites from outside sources. Reading lists for each module are provided and required readings are accessible through Sakai and the ereserve. Each module also has a Food for Thought section where materials (social media and peer reviewed articles, web pages, written narratives, video and audio links) can be placed to encourage students to dig beyond the basics. All of these learning materials are in Resources and Lessons. Newsfeed and Podcasts tools highlight emerging topics. Student navigation is outlined in several Sakai tools: content map, calendar, announcements, instructions, videos and resources. Learning materials are clarified by , Sakai chat, telephone or video conferencing. Additionally, general and modular query threads on the Sakai discussion board house group dialogues. Module 2 is an example of layered learning materials through multiple Sakai tools. Students are given readings, recorded lectures, a fictitious military response plan and health agency graphic novel to learn population health theories and models. A critical teaching element is a set of animations depicting the different models through a zombie pandemic narrative. The students synthesize their learning by creating a model supported plan to address one of three Zombie pandemic scenarios.
9 C. Additional Supporting Evidence Screenshot of the Zombie animation
10 Screenshot of Module Contents
11 TWSIA Course/Project Self-Assessment Criterion #4: Learning Outcomes and Assessment A. Rating Not applicable Not evident Somewhat effective Effective X Excellent B. Evidence to Support Your Rating (250-word maximum) The learning outcomes sequentially build knowledge culminating in content synthesis with application. Students are expected to move along Bloom s taxonomy from concrete knowledge acquisition to synthesis and critique. Course objectives are stated in the syllabus with assignments and evaluation expectations housed in module specific instructions and rubrics found in Lessons and Resources tools. Instructions have a consistent format outlining Purpose (linking content to assignment), Preparation (background material), Activity (overview of specific assignment tasks) and Evaluation (grading criteria). Assignments were submitted via Sakai Discussion Board, Wiki, or Assignments tool. Sakai Discussion Boards and Wiki content are visible and reviewed by the entire class with prompt faculty feedback. Assignments include voice over PowerPoint, briefing papers, debates, wiki information pages and peer evaluation. The Glossary exercise is an example of concrete knowledge acquisition evaluation. In this assignment, students were required to define two out of 10 key concepts with examples pulled from their readings. These glossary entries are posted on a concept specified Sakai wiki page. Moving toward higher level learning with analysis, the students use foundational concepts to debate one of three population health issues on the Sakai Discussion Boards. By the end of the semester, synthesis is seen through small group disaster responses to specific crisis scenarios such as an earthquake and cholera outbreak. The students use Sakai Wiki pages to build responses and post the finished products on their country specific Sakai Discussion Board thread.
12 C. Additional Supporting Evidence Several students who had no previous background in public or population health have expressed an understanding and valuing of the utility of the tools gained for their clinical practice toolkits. Without the continual practical engagement via the various Sakai tools and platform, students may view material outside of their clinical norms as academic. Screenshot of Sakai Assignments
13 Screen shot of a Module Assignment Instruction Sheet
14 TWSIA Course/Project Self-Assessment Criterion #5: Learner Support A. Rating Not applicable Not evident Somewhat effective Effective X Excellent B. Evidence to Support Your Rating (250-word maximum) This course is offered when the students have been in their degree program for a year. Sakai has been a part of each of their classes prior to taking this fully online course, so they are experienced users of the learning platform. The syllabus lists technology requirements and technology support. Additionally, the students have an orientation to Sakai and how to use its tools during their first week in their program. For this course, the faculty meet with the students during a live face-to-face session prior to the start of class to discuss and demonstrate the utility of the different Sakai tools that will be a part of the coursework. Additionally, for tools with which the students may not be as familiar, like the Sakai wiki page, additional tutorials were provided in resources. Faculty are available throughout the course via virtual office hours to assist with and support utilization of the Sakai tools. C. Additional Supporting Evidence Screenshot from the syllabus:
15 Screenshot of the Sakai Resources Page
MOE Online Class Quality Guidelines
MOE Online Class Quality Guidelines The following guidelines were developed by the MiraCosta Online Educators committee to inform online faculty of required elements for Distance Education classes, offer
More informationBest Practices for Online Courses. 100 Quality Indicators for Online Course Design
Best Practices for Online Courses 100 Quality Indicators for Online Course Design The following criteria are meant to act as guidelines for the course development process. Some of these guidelines would
More informationSTEP ONE Work with instructor to develop/redesign course and fill out sections I VII. COURSE DEVELOPMENT or REVISION Course Information
CHECKLIST This checklist is a multipurpose document. First, for new development, use it as a reference when you begin the course design process; for revision, use the previously completed checklist as
More informationCentenary College. Guidelines for Alternative Instructional Equivalencies
Centenary College Guidelines for Alternative Instructional Equivalencies Credit Hour Definitions The federal government defines a credit hour as the amount of work represented in intended learning outcomes
More informationGeneral Procedures for Developing an Online Course
General Procedures for Developing an Online Course General Procedures for Developing an Online Course Questions to Ask before you Begin Analysis 1. What is your learner audience? Is the course for beginners
More informationTeaching with ilearn Innovation Award APPENDIX
Teaching with ilearn Innovation Award APPENDIX Please reference this appendix to assist in writing your ilearn Innovation Award submission. Apereo Teaching and Learning Award s (ATLAS) definition of innovation
More informationIMPLEMENTATION GUIDE for MEDICAL TERMINOLOGY ONLINE for MASTERING HEALTHCARE TERMINOLOGY, Third Edition Module 7: Male Reproductive System
IMPLEMENTATION GUIDE for MEDICAL TERMINOLOGY ONLINE for MASTERING HEALTHCARE TERMINOLOGY, Third Edition Module 7: Male Reproductive System OVERVIEW Module 7 in Medical Terminology Online accompanies Chapter
More informationChecklist of Competencies for Effective Online Teaching
Checklist of Competencies for Effective Online Teaching 1. Instructional Principles Audience Analysis Who are your learners? What is their reason for taking your class? What is their preparation for success
More informationHCC ONLINE COURSE REVIEW RUBRIC
HCC ONLINE COURSE REVIEW RUBRIC Adapted from Maryland Online FIPSE Project and Lake Superior College I. COURSE OVERVIEW AND INTRODUCTION General Review Standard: The overall design of the course, navigational
More informationUNIVERSITY OF OKLAHOMA. Online Course Design Guidelines for Faculty
UNIVERSITY OF OKLAHOMA Online Course Design Guidelines for Faculty DEFINITION An online course is fully online with no physical classroom time with the instructor. EXPECTATIONS 1. Criteria for student
More informationCourse Evaluation: A Tool for Faculty
Course Evaluation: A Tool for Faculty How to Use: The following recommendations are "Best Practices". The purpose of this evaluation tool is to provide an opportunity for online faculty to receive helpful
More informationUW-La Crosse Online Course Evaluation Guidelines
The UW-L Online Course Evaluation Guidelines are intended to help instructors create and teach well-designed online courses. The Guidelines outline specific features of online courses and recommend ways
More informationBlended Course Evaluation Standards
Introduction: Blended learning is defined as to combine Face-to-Face instruction with computer-mediated instruction Graham 2006. Mixing technology and content does not necessarily yield effective learning.
More informationDistance Education Learning Resources Unit Document Title: Online Course Review Checklist Last Updated: July 17, 2013 by the DE Office Draft Final
Distance Education Learning Resources Unit Document Title: Online Course Review Checklist Last Updated: July 17, 2013 by the DE Office Draft Final Section 1: Course Overview and Introduction Addresses
More informationExemplary Online Courses Michael W. Lindeman Updated: 6/10/2004
Exemplary Online Courses Michael W. Lindeman Updated: 6/10/2004 1. Online Course Rubrics a. Common Categories i. Organization and Design ii. Content, Media, and Materials iii. Instructional Design iv.
More informationPenn State Online Faculty Competencies for Online Teaching
Teaching in an online environment can be considerably different in nature than teaching face-to-face. The competencies listed in this document are intended to provide faculty and administrators with a
More information[CONVERTING YOUR COURSE TO A BLENDED FORMAT]
Instructor Guide Prepared by Dalia Hanna, Manager, Learning and Teaching, Ryerson University 2012. Table of Contents Introduction and objectives 3 Unit 1: Communication 3 Unit 2: Pre-Planning Strategies
More informationLEARNING, DESIGN AND TECHNOLOGY CAPSTONE PROJECT GUIDELINES
LEARNING, DESIGN AND TECHNOLOGY CAPSTONE PROJECT GUIDELINES For CUIN LDT Master s Students PURPOSE OF THE LDT CAPSTONE PROJECT As part of the program requirements for the Learning, Design & Technology
More informationCourse Standards. Support Standards. Institutional and Administrative Standards
A resource for quality online curriculum creation The ecampusalberta elearning Rubric is designed to support the creation of quality online curriculum. The standards outlined in this document are employed
More informationSJSU Annual Program Assessment Form Academic Year 2014-2015
SJSU Annual Program Assessment Form Academic Year 2014-2015 Department: School of Information Program: Master of Library and Information Science (MLIS) College: CASA Website: http://ischool.sjsu.edu X
More informationOnline and Blended Course Review
ILLINIOS VALLEY COMMUNITY COLLEGE Online and Blended Course Review Online and Blended Course Review The Online and Blended Course Review process has been developed with the goal of maintaining the outstanding
More informationCTL Online Workshop Program Referral Resource Sheet
ACADEMIC POLICIES THAT CAN AFFECT YOU AS A UMUC FACULTY MEMBER Familiarizes faculty with UMUC Academic Policies and their effect on faculty responsibilities and expectations for students Intended for all
More informationSVCC Exemplary Online Course Checklist
SVCC Exemplary Online Course Checklist Purpose of the SVCC Exemplary Course Checklist The SVCC Exemplary Course Checklist has been created to: guide faculty as they prepare a course for online instruction
More informationNortheastern State University Online Educator Certificate
Northeastern State University Online Educator Certificate Purpose Beginning in October 1999, the Northeastern State University Distance Learning Advisory Committee (now the Center for Teaching and Learning
More informationMain Author: Contributing Authors:
Main Author: Amy Roche, Instructional Designer Contributing Authors: Tricia Clark, Instructional Technologist Mary Ann Mengel, Multimedia Specialist John Shank, Director for the Center for Learning & Teaching
More informationWolverine Green & Wolverine Gold Online Course Development Standards. 2012 Development Year
Wolverine Green & Wolverine Gold Online Course Development Standards 2012 Development Year Wolverine Green & Gold Development Standards 2012 Development Year Introduction In an effort to increase the robustness
More informationGuide to Best Practices in Online Teaching. Online Teaching and Learning Committee Cuyamaca College. Revised November 2012
Guide to Best Practices in Online Teaching Online Teaching and Learning Committee Cuyamaca College Revised November 2012 Committee: Rhonda Bauerlein, Joe D Amato, Connie Elder, Brian Josephson, Kathy Kotowski,
More informationTHE CHECK. academic. A Guide to Online Course Design. What aspects of course design does The Check address? How can The Check be used?
THE CHECK A Guide to Online Course Design The Check is a guide to help CEHD instructors create instructionally effective and user-friendly online learning environments for students (online courses, hybrid
More informationECU Quality Assurance Guidelines for Online Delivery
ECU Quality Assurance Guidelines for Online Delivery PURPOSE The purpose of these guidelines is to encompass and improve ECU s existing minimum standards for online units, and to extend ECU s quality assurance
More informationCOURSE ADMINISTRATION
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
More informationMode of Study The MPH course will be delivered full-time and part-time on campus at the Kedleston Road site
PROGRAMME SPECIFICATION DOCUMENT SECTION ONE: GENERAL INFORMATION Programme Title/ Subject Title: Master of Public Health Award title and Interim awards: Postgraduate Certificate in Public Health Postgraduate
More information2.14 Distance Education or Executive Degree Programs
2.14 Distance Education or Executive Degree Programs. If the school offers degree programs using formats or methods other than students attending regular on-site course sessions spread over a standard
More informationCommunity College System of New Hampshire
Community College System of New Hampshire What is edesign? edesign is a rubric that defines course quality design standards for 100% online courses offered by CCSNH. To supplement the rubric and support
More informationOnline Course Self-Assessment Form
Online courses are approved by the University of California in two steps: Online Course Self-Assessment Form 1. Assessment against International Association for K-12 Online Learning (inacol) course standards.
More informationTeaching Guidelines for Hybrid (Blended or Mix-Modal) course and fully online course at Trinity Western University (Suggested)
Teaching Guidelines for Hybrid (Blended or Mix-Modal) course and fully online course at Trinity Western University (Suggested) Category 1- getting ready for teaching online: Welcome message in the course
More informationOnline and Hybrid Course Development Guidelines
Online and Hybrid Course Development Guidelines February 10, 2011 The following is intended to serve as a guide to the development of online and hybrid courses at Cedar Crest College. Substantively, the
More information1. Instructional Design Elements a. Support & Resources Essential Criteria: 1. Students are provided information as to where to get technical help.
File Name Format (example): Course Review Course ID Instructor name your initials Faculty Name: Course: Semester: Reviewer: Date: This evaluation is a framework for addressing how a quality course should
More informationOnline Course Checklist for Instructional Designers and Faculty Developers
Online Course Checklist for Instructional Designers and Faculty Developers The intent of this document is to serve as a tool for instructional designers and faculty developers to use during the course
More informationSouth Georgia State College Distance Learning Policy
South Georgia State College Distance Learning Policy Mission The South Georgia College Mission remains that of a commitment to excellence in education to promote critical thinking and higher levels of
More informationTeaching With Sakai Innovation Award Course/Project Submission Form
Teaching With Sakai Innovation Award Course/Project Submission Form Thank you for taking the time to complete this submission. The information you provide will assist the judges in performing a complete
More information! Standards For Online Courses!
Standards For Online Courses The following Standards for Online Courses have been carefully developed to ensure the highest quality and consistency of online course offerings (full online, partial online,
More informationPhase 1 pilot 2005/6 Intervention. GCU Caledonian Business School Business Management Page 1 of 8. Overview
University Department Module Overview Glasgow Caledonian Business school Business Management The Business School has been implementing assessment re-engineering using a variety of technologies, initially
More informationGuide for Blackboard Course Template
Guide for Blackboard Course Template Tidewater Community College has adopted Quality Matters, a faculty centered, peer review process. To support that adoption and assist faculty, especially those new
More informationBlackboard Development Checklist for Online Courses
Blackboard Development Checklist for Online Courses Met Course Development Rubrics The following rubrics should be used as benchmarks to assist faculty with developing and maintaining their online courses.
More informationA tool to assist in the design, redesign, and/or evaluation of online courses.
A tool to assist in the design, redesign, and/or evaluation of online courses. An Initiative Sponsored By: Illinois Online Network (ION) University of Illinois Quality Online Course Initiative Rubric by
More informationDoctoral Handbook. Educational Administration, K-12 Educational Leadership. August 26, 2013. University of Wyoming
Doctoral Handbook Educational Administration, K-12 Educational Leadership August 26, 2013 University of Wyoming Introduction and Overview The University of Wyoming s EdD/PhD programs in Educational Administration
More informationACADEMIC CONTINUATION PLAN
ACADEMIC CONTINUATION PLAN Updated 10/02/2015 Table of Contents Introduction... 2 Elements of the Plan... 2 Instruction... 3 Table 1: Possible Alternative Methods for Course Delivery (Internet Available)...
More informationQuality Matters Online Course Development and Guidelines
Quality Matters Online Course Development and Guidelines Instructor: First Semester Course will be offered: Course: Credit/Non- Credit: College/School/Department: Degree/Program/Certificate: Development
More informationStickley 11/18/2011 ONLINE TEACHING. Department of Rehabilitation Sciences Lois Stickley, PT, PhD
ONLINE TEACHING Department of Rehabilitation Sciences Lois Stickley, PT, PhD Objectives Identify factors for successful online teaching Identify specific strategies to make online teaching successful 1
More informationThe Check: A Guide to Online Course Design
The Check: A Guide to Online Course Design The Check was created by CEHD s Academic Technology Services Team: Treden Wagoner Sheila Hoover Thomas Nechodomu Constance Pepin Lyn DeLorme Melissa Falldin Last
More informationOnline Teaching and Learning
Teaching online requires faculty members to shift their roles from instructor to facilitator or coach. Content shifts to customized materials and learning includes many active components. Simonson, Smaldino,
More informationMemorandum of Understanding For Development of Regent s Online Degree Courses East Tennessee State University
Memorandum of Understanding For Development of Regent s Online Degree Courses East Tennessee State University Department: RODP Internet-Based :Course Name and Number: Faculty Member: I. This memorandum
More informationMassive Open Online Course (MOOC) in Behavior Analysis & Therapy and Autism Spectrum Disorders Southern Illinois University January 20 March 29, 2015
1 Massive Open Online Course (MOOC) in Behavior Analysis & Therapy and Autism Spectrum Disorders Southern Illinois University January 20 March 29, 2015 Contacts and Communications Course Title: Behavior
More informationTechnology Enhanced Learning
Technology Enhanced Learning Introduction to Sulis Collaborative Learning Environment for Teaching and Learning What is it? Sakai is often referred as a learning platform virtual learning environment (VLE)
More informationTeaching and Learning Standards and Principles
The Alamo Colleges Online (ACOL) is committed to quality teaching and learning. A critical component of maintaining quality online programs is the evaluation process. All faculty teaching online, hybrid,
More informationOnline Course Development Guide and Review Rubric
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
More informationShawnee Community College Quality Online Course Initiative. An institutional assessment tool to assist in the design of online courses and programs.
Shawnee Community College Quality Online Course Initiative An institutional assessment tool to assist in the design of online courses and programs. 1 Instructional Design Instructional design refers to
More informationEvaluation Rubric for Online Courses DUSON CIT Fellows June, 2004
Evaluation Rubric for Online Courses DUSON CIT Fellows June, 2004 1. Organization and Design Criteria Areas for Standard Improvement 1. Each course includes an introduction and/or cybertour to introduce
More informationWeb Design 1. Running Head: WEB DESIGN AND DEVELOPMENT
Running Head: WEB DESIGN AND DEVELOPMENT Web Design 1 Web Design and Development Week 1OLE Project Christopher Harrigan The University of Akron 5150-639-402 Strategies for Online Teaching and Learning
More informationSUNY Learning Network Faculty Development Workshop Descriptions 2012-2013
SUNY Learning Network Faculty Development Workshop Descriptions 2012-2013 Overview of SLN workshops SLN is committed to delivering workshops that help faculty develop and deliver high-quality instruction
More informationSelf Review of Online Teaching Guide
Introduction In 1987, Arthur Chickering and Zelda Gamson published Seven Principles for Good Practice in Undergraduate Education, a summary of 50 years of higher education research that addressed good
More informationPCC Online Quality Assurance Standards Updated 03/23/10 Version 4.5
PCC Online Quality Assurance Standards Updated 03/23/10 Version 4.5 The PCC Online Standards have been researched and created to provide a uniform online class design. Research states that the content
More informationOnline Course Rubrics, Appendix A in DE Handbook
Online Course Rubrics, Appendix A in DE Hbook Distance Education Course sites must meet Effective Level scores to meet Distance Education Criteria. Distance Education Course Sites will be reviewed a semester
More information12 Step Checklist for Meeting Quality Matters Standard 2
12 Step Checklist for Meeting Quality Matters Standard 1 Getting Started 1.1 Instructions make clear how to get started and where to find various course components. 1.2 Learners are introduced to the purpose
More informationDES MOINES AREA COMMUNITY COLLEGE EDUCATIONAL SERVICES PROCEDURES FACULTY
ES4077 Page 1 DES MOINES AREA COMMUNITY COLLEGE EDUCATIONAL SERVICES PROCEDURES FACULTY Section: INSTRUCTIONAL ADMINISTRATION Procedure: Application for Award of and Completion of Online Courses Effective
More informationInstructional Design Tips
Instructional Design Tips Category 1 Learner Support and Resources Information about being an online/hybrid learner Tips for being an online/hybrid student Quiz to self-assess readiness to be an online/hybrid
More informationSupport and Process for Developing Online and Blended Courses
CONTINUING AND DISTANCE STUDIES FACULTY OF ARTS AND SCIENCE www.queensu.ca/artsci_online Support and Process for Developing Online and Blended Courses A. Introduction to Continuing and Distance Studies......
More informationCowboy Quality Online Course Evaluation (Title III) Version 3.0 Course Title Goes Here Total Score=0%
Cowboy Quality Online Course Evaluation (Title III) Version 3.0 Course Title Goes Here Total Score=0% Enter Date: September 27, 2013 PASS (See Section 1 for any missing info) Type of Course: Online Quality
More informationHSC 615: Instructional Design & Media Development for Healthcare Professionals
HSC 615: Instructional Design & Media Development for Healthcare Professionals Catalog Description: HSC 615 Instructional Design & Media Development for Healthcare Professionals (3,0,3) Design, development,
More informationNorthern Virginia Community College: Hybrid Course Template
Northern Virginia Community College: Hybrid Course Template Section I: Blackboard Design This section includes a table that provides a template for setting up a hybrid course s Blackboard site. The guidelines
More informationEffective Practices for Fully Online and Blended Courses
Effective Practices for Fully Online and Blended Courses Initial Course Development Below are some tips and strategies for initial development and conceptualization of your course: Blueprint your course.
More informationDRAFT LAMC Addendum to the Course Outline of Record Course Approval Application for Online/Distance Learning Delivery
Date of Submission: DRAFT LAMC Addendum to the Course Outline of Record Course Approval Application for Online/Distance Learning Delivery Credit and Acknowledgements: Special thanks and credit to both
More informationOSCAR: Open Source Cybersecurity Academic Repository
OSCAR: Open Source Cybersecurity Academic Repository We propose to build a collection of student prepared video lessons for information security courses. To build this repository we need to prepare (1)
More informationNational Louis University Credit Hour Compliance Audit Form
College or Department: National Louis University Credit Hour Compliance Audit Form CAS CMB NCE General Education Course Library Course Course (number and title): Format: Weeks in length: Number of class
More informationPutting It All Together
15 Putting It All Together Now that we ve taken a look at all the tools available in Moodle, I want to take a step back and look at the big picture. Moodle has a lot of nifty capabilities, but they are
More informationFaculty of Nursing. Master s Project Manual. For Faculty Supervisors and Students
1 Faculty of Nursing Master s Project Manual For Faculty Supervisors and Students January 2014 2 Table of Contents Overview of the Revised MN Streams in Relation to Project 3 The Importance of Projects
More informationRUBRIC for Evaluating Online Courses
RUBRIC for Evaluating Online Courses Instructor Name: Course (DEPT, number, title): When using this rubric to evaluate your course, use this guideline and the rubric below to award points. 0 Component
More informationExample of a Well-Designed Course in Nursing
Website: Designlearning.org Example of a Well-Designed Course in Nursing Name: Dr. Vickie Hughes Name of Institution: Appalachian State University 1. Specific Context The subject matter: Research The title
More informationCourse Development Resource Guide. Professional Development & Community Engagement Educational Technology Support
Course Development Resource Guide Professional Development & Community Engagement Educational Technology Support Introduction The Course Development Resource Guide provides information to course writers
More informationCourse Facilitator. Course Description
Claremont Graduate University Master of Public Health Program CGH 307: Public Health Capstone Academic Year 2014 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
More informationHealth Data Content and Structure (HITT 1401) Online
Health Data Content and Structure (HITT 1401) Online Credit: 4 semester credit hours (3 hours lecture, 2 hours lab) Prerequisite/Co-requisite: Complete the Online Orientation and answer yes to 7+ questions
More informationChristine E. Lynn College of Nursing Florida Atlantic University
Christine E. Lynn College of Nursing Florida Atlantic University Faculty Guide to On-Line Teaching The purpose of this faculty guide is to assist the individual faculty member in preparing to teach an
More informationLearning Technology for Blended Learning October 2005
Learning Technology for Blended Learning October 2005 Ed Garay UIC Instructional Technology Lab www.accc.uic.edu/itl Academic Computing and Communications Center University of Illinois at Chicago Teaching
More informationDetermine and utilize the appropriate campus computer resources for at least three common study tasks.
Design Document for Online Course Cynthia Stoner 11/2611 Course/Program Title: HRD 110 Freshman Seminar Course goals: This Freshman Seminar course will include introductions to technology and support services
More informationRoles, Responsibilities and Expectations for Developing and Teaching Online Courses in Continuing and Distance Studies
CONTINUING AND DISTANCE STUDIES FACULTY OF ARTS AND S CIENCE Roles, Responsibilities and Expectations for Developing and Teaching Online Courses in Continuing and Distance Studies www.queensu.ca/artsci_online
More informationGonzaga University Virtual Campus Ignatian Pedagogical Approach Design Portfolio (IPA) Updated: October 15, 2014
Gonzaga University Virtual Campus Ignatian Pedagogical Approach Design Portfolio (IPA) Updated: October 15, 2014 Course Title: Course Number: Faculty Name: Course Date: Course Type course description here.
More informationTraining Services Course Catalog TRAINING SERVICES
Training Services Course Catalog TRAINING SERVICES DESIRE2LEARN TRAINING SERVICES Desire2Learn will help you achieve your goals by teaching you how to use Desire2Learn products and develop more effective
More informationHCC Online Course Evaluation Rubric July, 2011
HCC Course Evaluation Rubric July, 2011 Instructor s Name(s): Observer/Supervisor: Course Number: Department: College: Date: This HCC Course Evaluation Rubric is one of several data sources for evaluating
More informationSalt Lake Community College Essentials of College Study (EDU 1020)
Salt Lake Community College Essentials of College Study (EDU 1020) Instructor: Ray Emett Office: TB 416D Phone: 801-957-4403 Office Hours: Noon to 1:00 pm, MTWRF E-mail: ray.emett@slcc.edu Text: Cornerstones
More informationEVALUATING QUALITY IN FULLY ONLINE U.S. UNIVERSITY COURSES: A COMPARISON OF UNIVERSITY OF MARYLAND UNIVERSITY COLLEGE AND TROY UNIVERSITY
EVALUATING QUALITY IN FULLY ONLINE U.S. UNIVERSITY COURSES: A COMPARISON OF UNIVERSITY OF MARYLAND UNIVERSITY COLLEGE AND TROY UNIVERSITY Susan C. Aldridge University of Maryland University College saldridge@umuc.edu
More informationOnline Course Development Guidelines and Rubric
Online Development Guidelines and Rubric Introduction and Task Force Recommendations Purpose The guidelines identify the issues that faculty at Michigan community colleges should address when developing
More informationCourse Title: ARE 6148 - Curriculum in Teaching Art (Web) Term: Fall 2014 Credits: 3
Course Title: ARE 6148 - Curriculum in Teaching Art (Web) Term: Fall 2014 Credits: 3 Faculty Contact Information Name: Dr. Craig Roland, Dr. Jodi Kushins, Dr. Terry Barrett Email: croland@arts.ufl.edu;
More informationBSN Program Nursing 3235: Self and Others III Reflection on Caring Practice Section 1 and 2
BSN Program Nursing 3235: Self and Others III Reflection on Caring Practice Section 1 and 2 Sections 1 & 2 Section 1 and Section 2 - Mondays Paramita Banerjee, RN B.Sc.N., B.A., M.Ed (Counselling Psychology)
More informationPrecalculus Algebra Online Course Syllabus
VALENCIA COMMUNITY COLLEGE EAST CAMPUS MAC 1140 PRECALCULUS ALGEBRA (ONLINE COURSE) SYLLABUS Term/Year: Spring 2011 CRN: 22693/22954 Professor: Dr. Agatha Shaw Phone: (407) 582 2117 Office: 8-249 Student
More informationOnline Course Design Evaluation
Online Course Design Evaluation This evaluation tool focuses on the design of this online course, NOT the performance of your instructor. Please use the scale from 1 (To little or no extent) to 5 (To a
More informationCASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS
CASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS George Joseph Associate Professor of Accounting University of Massachusetts Lowell Email: george_joseph@uml.edu ABSTRACT
More informationFEATURES OR CRITERIA
FEATURES OR CRITERIA Tool Feature function Specified performance criteria Admin Tools Admin Tools Admin Tools Admin Tools copy a course into multiple sections Enroll in multiple courses at once Apply templates
More informationManaging a Unified Command (HMSY 2337) Online
Managing a Unified Command (HMSY 2337) Online Credit: 3 semester credit hours (3 hours lecture) Prerequisite/Co-requisite: Completed the Online Orientation and answered 7+ questions correctly on the Online
More informationOnline Learning at Duke: A Planning Guide
Online Learning at Duke: A Planning Guide I. Planning an online program at Duke (for deans, chairs, program directors) II. Teaching an online class at Duke (Faculty, TAs, etc. level) III. Adding online
More informationMASTER OF SCIENCE DEGREE: COMMUNITY HEALTH PROMOTION DEPARTMENT OF HEALTH, HUMAN PERFORMANCE, & RECREATION
MASTER OF SCIENCE DEGREE: COMMUNITY HEALTH PROMOTION DEPARTMENT OF HEALTH, HUMAN PERFORMANCE, & RECREATION The Community Health Promotion Program at the University of Arkansas Page 1 Welcome to the Master
More information