Best Practices for elearning SUSAN LOVETT, ED.D. CUSTOM INSTRUCTIONAL DESIGN
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1 Best Practices for elearning SUSAN LOVETT, ED.D. CUSTOM INSTRUCTIONAL DESIGN
2 Rationale for Online Courses/Programs Why does your institution have online courses/programs or why are you considering it? What do you hope to accomplish by means of online that you aren t already accomplishing by traditional means? To make money? To save money? To attract new students? To keep students? To utilize qualified faculty? To offer residential students flexible scheduling? To alleviate facilities overload? To use class time more productively? To improve access to education?
3 Three Tools to Measure Online Quality Quality Online Course Initiative Rubric University of Illinois Illinois Online Network Quality Matters International Consortium, originating out of Maryland Quality Scorecard Online Learning Consortium onlinelearningconsortium.org
4 Challenge to Professional Development Qualified, Experienced Professionals Degree Programs Certificate Programs Professional Journals
5 Best Practices Institutional Support Technology Support Course Development/Instructional Design (policy) Course Structure (practice) Faculty Support Student Support Social and Student Engagement Evaluation and Assessment
6 Institutional Support Governing body makes clear decision to engage in online education Online education aligns with the mission and values of the institution Strategic plan of the institution includes online education and the strategic plan of online education aligns with the institution Resources are planned and allocated for online education Assessment is in place to ensure continuous improvement in online education Systems to verify student identification are in place Policies for intellectual property in regard to course materials are in place
7 Technology Support Documented technology plan exists that includes electronic security measures and operational quality The technology delivery systems are highly reliable and use measureable standards such as system downtime tracking A centralized system provides support for building and maintaining the online education infrastructure The online education infrastructure is considered a critical institutional system Contingency plans are in place for service continuance in the event of prolonged service disruption Faculty, staff, and students are supported in the development and use of new technologies and skills Whether using in-house servers, hosted services, or cloud services, established data management practices and standards are observed which include provisions for backup, power protection, and disaster recovery plans
8 Course Development/Instructional Design Guidelines regarding minimum requirements for course development, design, and delivery are followed (such as syllabus elements, course materials, assessment strategies, feedback requirements) Course embedded technology actively supports the achievement of learning outcomes and delivery of course content and isn t used just for technology s sake Course development process ensures that design supports student knowledge and skill development to meet measurable learning outcomes at course and program level Syllabi, instructional materials, assignments, and activities are reviewed periodically to ensure they align with course and program learning outcomes
9 Course Development/Instructional Design Process is followed that ensures that appropriate permissions are obtained for the use of online course materials (Creative Commons, Copyright, Fair Use, Public Domain) Design is student-centered, student friendly, consistent in format from one course to another Design promotes faculty and student engagement Current and emerging technologies are evaluated according to their suitability to support learning Design follows Web Content Accessibility Guidelines (WCAGs) Curriculum development is a core responsibility of the faculty
10 Course Structure Transparency demonstrated by including as essential - syllabus with course objectives, learning outcomes, evaluation methods, books and supplies, technical and proctoring requirements, and other related course information Accessible library/learning resources regardless of student location Clear expectations for assignment completion, grade policy, and faculty response Links or explanations of technical support
11 Course Structure Instructional materials are accessible to the student, easy to use, function on multiple operating systems and applications Instructional materials are accessible to students with disabilities via alternative instructional strategies or special resources Opportunities/tools are provided to encourage student-tostudent collaboration Rules or standards for appropriate online student behavior are provided within the course
12 Teaching and Learning Interactions between student and content, student to student, and faculty to student are essential, encouraged and facilitated Feedback on student assignments and questions is constructive, substantive and timely Students learn appropriate and scholarly methods of research in an online environment and are provided access to library professionals to assist with this process of analysis and evaluation Instructors use specific strategies to create a presence in the course
13 Social and Student Engagement Students are provided opportunities to interact with other students in an online community
14 Faculty Support Technical assistance is provided for faculty during online course development and online teaching Faculty receive training, assistance, and support to prepare for course development and teaching online which includes concepts such as fair use and plagiarism Faculty are provided ongoing professional development related to online teaching and learning including emerging technologies, new tools, and new resources Clear standards are established for faculty engagement and expectations concerning online teaching (response time, contact information, availability, grade turn around) Development and teaching of online courses is included in faculty load and compensation calculations
15 Student Support Online program demonstrates a student focus by considering how their current structure might not be sufficient for the online student Efforts are made to engage the student with the program and institution to minimize feelings of isolation and alienation. Before starting an online program students are advised to determine if they possess the self-motivation and commitment to learn online they have access to the minimum technology skills and equipment they understand the admission requirements, tuition and fees, books and equipment required, technical and proctoring required, and what support is available to them
16 Student Support Throughout the program, students have access to Training and information to access library resources and utilize electronic databases, etc. Tutorials for all forms of technologies used in course delivery Technical assistance and support staff Support personnel to address questions, problems, issues, and complaints Students are provided clear information for enlisting help from the institution. Effective academic, personal, and career counseling FAQs regarding online education
17 Student Support Throughout the program, students have access to Non-instructional support services such as Admissions, Financial Aid, Registrar, Enrollment, etc. Disability support Required course materials in print or digital form, ISBN numbers, book suppliers and delivery options before course enrollment Tutoring is available as a learning resource.
18 Evaluation and Assessment An evaluation process is in place that applies specific established standards, uses a variety of data for the purpose of regularly evaluating program effectiveness and guiding changes for continual improvement. Intended learning outcomes at course and program level are reviewed regularly to ensure alignment, clarity, utility, appropriateness, and effectiveness. Assessment includes review of recruitment practices, support services for faculty and students, accessibility standards, student retention, effectiveness of instruction Assessment data is collected from students, faculty, and other stakeholders.
19 Susan Lovett, Ed.D.
20 Reference List
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