Online Course Rubrics, Appendix A in DE Handbook
|
|
- Earl Briggs
- 8 years ago
- Views:
Transcription
1 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 before the course is offered. Distance Education Course Sites will be reviewed every years. Category 1: Learner Support & Resources I. Information about being an online learner not contain information for online learner support nor has links to campus resources. Course contains limited information for online learner support links to campus resources. Course contains adequate information for online learner support links to campus resources. Course contains extensive information about being an online learner links to campus resources. Check where appropriate for course: Exemplary Category: Online learner support c Tips for being a successful online c Quiz to self-assess readiness to be an online c Link to Library resources c Instructions for how to conduct online research c Instructions on how to write a research paper c Guidelines for APA/MLA format of papers /or citations c Link to the testing center c Link to campus remedial resource center c Link to disability resource center c Information/tutorials on how to use software required by class assignments c Contact information for technical support or Help Desk c Checklist or other method for common troubleshooting tips c Minimum computer hardware software requirements c Tips for avoiding dealing with computer viruses c Sources for any required plug-ins ( links) c Tutorial(s) or job aids for how to use the LMS tools c FAQs for LMS c Netiquette guidelines
2 II. Course specific resources not provide course specific resources for instructor, department, /or program. Course Course Course provides provides provides a limited adequate variety of coursespecific course-specific course- resources, specific resources, some contact resources, limited information for contact contact instructor, information information department, for instructor, for instructor, program. department, department, program. /or program. : Course specific resources c Contact information for the instructor c Contact information for academic department or advisor c Information on additional related courses c Pre-requisites of course c Link(s) to Bookstore(s) to order textbooks or other instructional materials c FAQ site on course information c Estimated amount of time needed for completing course requirements III. Resources supporting course content not provide access to resources supporting course content different abilities. Course offers limited resources supporting course content different abilities. Course offers access to adequate resources supporting course content different abilities. Course offers access to a wide range of resources supporting course content different abilities. : Resources supporting course content different abilities c Link(s) to web sites with supporting information relevant to course content c Link(s) to web sites of organizations or associations related to course content c Glossary of terms or links to definitions of new vocabulary c Link(s) to objects (external to course, such as MERLOT)
3 Category 2: Online Organization & Design I. Course navigability organization Most of the course is under construction. No key components identified. c Syllabus is easily located c Links to other parts of the course or external sources are accurate up-to-date c Instructional materials required are easily located c Numbers identify sequenced steps; bullets list items are not prioritized or sequential c Course content is organized in a logical format c Topics are clearly identified subtopics are related to topics Much of the course is under construction, with some key components identified such as the syllabus. Course is organized navigable. Students can underst the key components structure of the Course is wellorganized easy to navigate. Students can clearly underst all components structure of the c Sequential (vs. concurrent) topics are annotated with dates c Course schedule is available in a printerfriendly format for convenience c Organization sequencing of the course content is logical clear c Resources are separated into required optional categories II. Course Syllabus No syllabus exists. Baseline = 1 Course syllabus is unclear about what is expected of s. c Course objectives c Course completion requirements c Expectations of s participation, Effective = 2 Exemplary = Course syllabus Course identifies syllabus delineates the role identifies the online clearly environment will delineates the play in the role the online environment will play in the total c Faculty member(s) introductory information c Expectations of availability of
4 honesty, etc. c Timeline for participation is clear c Absence/exclusion policy clearly defined III. Aesthetic Design Aesthetic design is nonexistent c Typeface is easy to read c Sufficient contrast between text background makes information easy to read IV. Consistency No consistency apparent. c Layout of course is visually functionally consistent c Navigability is clear, simple user friendly c Spelling grammar are consistent accurate c Written material is concise turnaround time for contact with instructor c Course schedule is summarized in one place Aesthetic Aesthetic design Aesthetic design does presents design not present communicates presents course communicates communicate information course course clearly. information information clearly clearly. c Appropriate images supporting course content add visual interest c Design keeps course pages to a comfortable length with white space. Web pages Most web pages All web pages are are visually are visually inconsistent functionally both visually consistent. functionally consistent functionally. c Language of written material is friendly supportive c Clear directions are given for each task or assignment c Sentences paragraphs brief V. Universal accessibility Accessibility issues are not addressed. (Including: sight, mobility, hearing, cognition, Accessibility Accessibility issues are issues are briefly addressed addressed. (Including: sight, (Including: mobility, sight,
5 ESL, technical.) hearing, cognition, ESL, technical.) c Universal accessibility concerns are addressed course, including transcripts of any non-text objects c Images are optimized for speedy display include alternative text mobility, hearing, cognition, ESL, technical.) c Alternative formats of materials provided, when possible (e.g., optional print packet of extensive reading materials, CD of audio clips used in course, etc.) c Use of color adds interest but does not disadvantage those with color blindness Category : Instructional Design & Delivery I. Promote interaction communication not offer an opportunity for interaction communication on to, to instructor, to content. Course offers Course offers Course offers limited weekly many opportunity for opportunities opportunities interaction for interaction for interaction communication communication communication to to to,,, to to to instructor instructor instructor to to to content. content. content per week. Check where appropriate for course: Exemplary Category c Instructor holds online office hours weekly c Instructor responds to inquiries at least every hours c Frequent instructor-initiated contact announcements, feedback on assignments, others c Students introduce themselves c Students are encouraged to respond to classmate introductions c Ice-breaker activity to get acquainted c Instructor introduces himself/herself to model interaction c Students input is not evaluated as right or wrong c Netiquette described enforced c Student participation is tracked wallflowers drawn in to the discussions c Students are prompted by facilitator to exp on relevant points c Facilitator may play devil s advocate c Reading writing requirements are consistent with abilities course unit load
6 II. Goals alignment to objectives Course goals do not exist. c Pace of delivery of course content is managed c Course content is chunked for more manageable Course goals Course goals Course goals are not clearly are adequately are clearly defined do defined but defined not align to may not align aligned to to objectives. objectives. objectives. c Instructional design is made clear (e.g., is it self-paced, or group-paced) c Expectations for synchronous vs asynchronous activities are clearly spelled out III. Learning objectives activities are integrated Student objectives do not exist. c Reading assignments match objectives c Activities lead to desired concepts c Tasks activities are designated as synchronous or asynchronous; sequential or may be completed in any order (clarified) IV. Activities to enhance (addressing multiple styles) not provide visual, textual, kinesthetic /or auditory activities to enhance accessibility. Student Student Student objectives are objectives are objectives are vague or identified identified incomplete activities are activities are activities are implied. clearly absent or integrated. unclear. c Instructional material may be reviewed repeatedly (built-in redundancy) c Summary provided frequently, particularly at the end of topics, to reinforce Course Course Course provides provides provides limited visual, adequate multiple textual, visual, textual, visual, textual, kinesthetic kinesthetic kinesthetic /or auditory /or auditory /or auditory activities to activities to activities to enhance enhance enhance accessibility. accessibility. accessibility.
7 c Video clips of interviews, movements c Historical audio clips of famous speeches c Screen animations for instructional exercises using software c Personal interview reports c Crossword or word search puzzles V. Activities to develop critical thinking problemsolving skills not provide activities to help s develop critical thinking /or problemsolving skills. c Matching game-show-style trivia games c Online scavenger hunt / WebQuest c Annotated bibliography c PowerPoint presentations as assignments c Flash simulations Course Course Course provides provides provides limited adequate multiple activities to activities to activities that help s help s help s develop critical develop critical develop critical thinking /or thinking /or thinking problemsolving problem- problem- skills. solving skills. solving skills. Check where appropriate for course: Exemplary Category c Discussions center on questions without a single correct answer c Compare contrast exercises c Case studies c Critique classmates assignments c Collaborative exercises c Portfolios (building one activity upon another) to share/peer review Category 4: Assessment & Evaluation of Student Learning I. Assess readiness for not assess readiness for course content mode of delivery. c Pre-requisites are defined enforced c Acceptable methods for completing assignments Course has Course has limited adequate activities to activities to assess assess readiness for readiness for course content course content mode of mode of delivery. delivery. Course has multiple timely appropriate activities to assess readiness for course content mode of delivery. c Consequences of cheating or plagiarism
8 are identified (group work, open book, etc.) II. Learning Assessment objectives, activities are instructional aligned with assessment activities are objectives not aligned. c Criteria used to evaluate participation in online discussion groups c Study questions III. Multiple assessment strategies Assessment strategies to measure content knowledge, attitudes, skills do not exist. Learning objectives, instructional assessment activities are adequately aligned. Learning objectives, instructional assessment activities are closely aligned. c Quantity scope of graded assignments is reasonable c Authentic assessments Assessment Ongoing Ongoing strategies are strategies are multiple limited in use used to assessment to measure measure strategies are content content used to knowledge, knowledge, measure attitudes, attitudes, content skills. skills. knowledge, attitudes, skills. Check where appropriate for course: Exemplary Category c Students bibliography or reference list includes a variety of materials such as URLs, books journals, videos c When possible, options among assignments are provided to allow for different interests, backgrounds, personal styles c Students are not assessed solely on tests/quizzes but are provided ample opportunity to demonstrate proficiency in different ways IV. Regular feedback Opportunities for s to receive feedback about their own performance are nonexistent. Opportunities Opportunities Regular for s to for s to feedback receive receive about feedback about feedback performance their own about their is performance own provided in a are infrequent performance timely manner sporadic. are provided.
9 c Rich rapid feedback self-grading assignments released immediately c Frequent substantial feedback from the instructor c Samples of assignments illustrate instructor s expectations c Detailed instructions tips for completing assignments V. Selfassessments peer feedback No opportunities for self-assessment /or peer feedback. c Self-tests similar to the final evaluation instruments c Students pose discussion questions, respond to others discussion topics, later post answers to their own questions respond to others comments on their discussion topic c Due dates for all assignments c Rubrics for all assignments identify assessment guidelines c Grading scale c Instructor models assignment Students selfassessmentassessments Students self- /or peer /or peer feedback feedback opportunities opportunities are limited. exist. Students selfassessments peer feedback opportunities exist c Peer review opportunities c Students apply rubric to their own work describe/defend their score c Clear guidelines for peer review, if applicable Category 5: Innovative Teaching with Technology I. Appropriate tools to facilitate communication c Discussion boards c Synchronous chats c c Listserv Course uses Course uses Course uses a limited adequate variety of technology technology technology tools to tools to tools to facilitate facilitate appropriately communication communication facilitate.. communication. c Teleconferencing c Group discussion areas, when appropriate for group activities c Instant messaging
10 II. New teaching methods New teaching New teaching New teaching methods methods are methods are applied to adequately applied enhance applied to innovatively innovatively enhance are enhance limited.,. interactively engage s. c Instructor is open to trying new methods of delivery of instruction c Instructor is open to accepting new methods of s preferred styles III. Multimedia Elements There are Multimedia A variety of limited elements multimedia multimedia /or elements elements /or objects are /or objects used are objects are for relevant to used are accommodating accommodate relevant to different different accommodate styles. styles. different styles Check where appropriate for course: Exemplary Category c Flash animations c Tutorials with screen captures voice over c Audio clips c Graphics c Video clips c PowerPoint presentations c CD-Rom or DVD supplemental materials c Other objects, simulations or interactivities IV. Engage s course Course uses Course Course Internet access optimizes optimizes engages Internet access Internet access s in the effectively effectively engages engages
11 process in a very limited way. s in the process. s in the process in a variety of ways c Students off-campus with modems are provided with low-bwidth alternatives for downloading media c Technology is used to engage s in, not just for viewing but for interacting with other s or with the course content Category 6: Faculty Use of Student Feedback I. Course content Instructor does not offer an opportunity for s to give feedback to faculty on course content. Instructor Instructor Instructor offers limited offers offers opportunity for adequate multiple s to opportunities opportunities give feedback for s to for s to to faculty on give feedback give feedback course content. on course on course content. content. c Evaluation survey at end of course c Student input sought at regular intervals c Open ended questions c Students falling behind are prompted to determine what might be delaying their progress c Students prompted to find web-based resources supporting the topic to share with classmates; the highest quality resources incorporated into the course II. Online technology Instructor does not offer an opportunity for s to give feedback on ease of online technology accessibility of Instructor Instructor Instructor offers limited offers offers opportunity for adequate multiple s to opportunities opportunities give feedback for s to for s to on ease of give feedback give feedback online on ease of on ease of technology online online accessibility of technology technology
12 accessibility of accessibility of c Instructor has an open door to s to point out flaws of delivery of instruction using technology c Instructor solicits feedback on how delivery can be more effective for (e.g., a Discussion Topic for Feedback) III. Instruction assessment Instructor does not use feedback to help plan instruction assessment of for the next semester. Instructor uses feedback to help plan instruction assessment of for the next semester in a limited way. Instructor requests uses feedback a couple times during the semester to help plan instruction assessment of for the rest of the semester. Instructor uses formal informal feedback in an ongoing basis to help plan instruction assessment of semester. c Instructor is willing to modify course (live) as needed to improve or fix inadequacies c Instructor is able to modify elements (e.g., fix bad quiz questions, extend deadlines, review methods of achieving course objectives)
Instructional 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 informationInstruction Design Tips for Online Learning
Instruction Design Tips for Online Learning Instructional Design Tips for Online Learning was developed by Joan Van Duzer of Humboldt State University to be used in conjunction with the Rubric for Online
More informationQuality Guidelines for Online Courses
Quality Guidelines for Online Courses The quality of an online course is determined by several factors, some of which can only be assessed while the course is in progress. These Quality Guidelines are
More informationVirtual Coastal Bend College (vcbc) Course Approval Form
Virtual Coastal Bend College (vcbc) Course Approval Form This document will be used by vcbc Faculty when submitting courses for online delivery. Compliance with this document demonstrates adherence to:
More informationHow To Write A Rubric For Online Instruction
Rubric for Online Instruction Rationale California State University, Chico's first strategic priority is to create and enhance high quality learning environments. Academic technologies, especially online
More informationOnline Instruction - Requirements and Reviewing Recommendations
1 Quality Guidelines for Course Development The following guidelines are based on the Rubric for Online Instruction (ROI) created by Chico State University and on an adaptation of the instructional design
More informationUNIVERSITY OF MICHIGAN DEARBORN COLLEGE OF ENGINEERING & COMPUTER SCIENCE ONLINE COURSE QUALITY MANAGEMENT GUIDING PRINCIPLES
UNIVERSITY OF MICHIGAN DEARBORN COLLEGE OF ENGINEERING & COMPUTER SCIENCE ONLINE COURSE QUALITY MANAGEMENT GUIDING PRINCIPLES Background The following document is intended as a guide to assist College
More informationBlackboard Exemplary Course Program Rubric
Blackboard Exemplary Course Program Rubric The Blackboard Exemplary Course Program(ECP) recognizes course creators whose courses demonstrate best practices in four major areas: Course Design, Interaction
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 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 informationCoffeyville Community College. Progress Report for Associate of Arts Online Delivery
Coffeyville Community College Progress Report for Associate of Arts Online Delivery November 2011 Alysia Johnston Vice President of Academics Brad Weber Director of Distance Learning Introduction In November
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 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 informationInstructor Review: Delgado Community College Standards for Online Courses. The points are to help you understand how your course will be evaluated.
Course: Instructor: Instructor Review: Delgado Community College Standards for Online Courses The points are to help you understand how your course will be evaluated. Orientation to Course and LMS Clearly
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 informationCourse Design Rubric for the Online Education Initiative
Course Design Rubric for the Online Education Initiative In order for a course to be offered as a part of the Online Education Initiative (OEI) course exchange, it must meet established standards relating
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 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 informationUNIVERSITY OF MICHIGAN-DEARBORN COLLEGE OF BUSINESS CREATION, MAINTENANCE, AND QUALITY MANAGEMENT OF ONLINE COURSES
UNIVERSITY OF MICHIGAN-DEARBORN COLLEGE OF BUSINESS CREATION, MAINTENANCE, AND QUALITY MANAGEMENT OF ONLINE COURSES OCTOBER 28, 2014 The details that follow concern the pedagogy of online teaching and
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 informationAs a self-evaluation tool, simply apply the quality standards in the rubric to your own course.
Online Course Evaluation Rubric This evaluation tool specifically focuses on course design, rather than on course delivery or course academic content. The rubric is intended to be used for courses that
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 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 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 informationMOE 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 informationHow To Write An Online Course
College of Arts, Sciences, and Letters Process for Quality Online Course Development and Delivery Approved by CASL Executive Committee, September 10, 2014 CASL Online Learning Advisory Committee (OLAC)
More informationGUIDE TO ONLINE COURSE DESIGN AND QUALITY STANDARDS
GUIDE TO ONLINE COURSE DESIGN AND QUALITY STANDARDS CELT and DCS have adapted the 2003-2006 (public domain) versions of the Quality Matters online course design rubric, developed by Maryland Online with
More informationGuidelines Online Course Design Rubric Based on the Quality Matters 05/06 Rubric NMSU Teaching Academy
Guidelines Online Course Design Rubric Based on the Quality Matters 05/06 Rubric NMSU Teaching Academy As a form of self-review, you may want to apply this rubric yourself to your online course. Your written
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 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 informationCategories Criteria 3 2 1 0 Instructional and Audience Analysis. Prerequisites are clearly listed within the syllabus.
1.0 Instructional Design Exemplary Acceptable Needs Revision N/A Categories Criteria 3 2 1 0 Instructional and Audience Analysis 1. Prerequisites are described. Prerequisites are clearly listed in multiple
More informationChecklist for Evaluating Online Courses
Educational Technology Cooperative Checklist for Evaluating Online Courses November 2006 Southern Regional Education Board 592 10th St. N.W. Atlanta, GA 30318 (404) 875-9211 www.sreb.org This publication
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 informationMJC Online Course Review Process DRAFT
MJC Online Course Review Process DRAFT Online courses have on average 10% lower student success across all disciplines. To enhance the teaching and learning experience and help promote student success,
More information2. Recognizing and Promoting Quality in Online Education
College of Education, Health and Human Services University of Michigan Dearborn Quality Online Course Development and Delivery Plan DRAFT of June 20, 2014 The Curriculum Committee of the College of Education,
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 information!"#$%&'()$*)"#%+,'%-"."/,&*01%% (0-%-"/*."'*01%,0/*0"%*0#$'2)$*,0% ($%$3"%40*."'#*$5%,+%6"00"##""%7%80,9.*//"%
!"#$&'()$*)"#+,'-"."/,&*01 (0--"/*."'*01,0/*0"*0#$'2)$*,0 ($$3"40*."'#*$5,+6"00"##""780,9.*//" Welcome statement University teaching and learning is no longer confined to the physical classroom. Faculty
More informationPsychology 41 Life-Span Psychology from infancy to old age - Development Emily Bill for Winter 2016 Reviewed 10-5-15 and 10-6-15
Psychology 41 Life-Span Psychology from infancy to old age - Development Emily Bill for Winter 2016 Reviewed 10-5-15 and 10-6-15 Los Angeles Mission College Distance Education Technical Review Rubric of
More informationDevelopmental Mathematics Online: Can it be done successfully? Amy Young Rexrode Navarro College
Developmental Mathematics Online: Can it be done successfully? Amy Young Rexrode Navarro College Session ID: S027 Room: Clearwater November 8, 2012 10:10 11:00 am Best Practice Research Online coursework
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 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 informationOnline Course Standards Rubric
Online Course Standards Rubric The Online Course Standards Rubric provides a framework for online course design based on the University of New Mexico s online course standards and expectancies for quality
More informationExemplary Course Award Sample Submission Form
Exemplary Course Award Sample Submission Form Welcome to the 2014 Blackboard Exemplary Course Program (ECP). Please fill out this form in its entirety to submit your course for the Exemplary Course Program.
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 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 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 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 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 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 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 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 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 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 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 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 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 informationVALIDATION OF PREPAREDNESS TO TEACH ONLINE
1 VALIDATION OF PREPAREDNESS TO TEACH ONLINE PALOMAR COLLEGE Spring 2011 SUBMITTED BY ACADEMIC TECHNOLOGY COMMITTEE 2 Introduction Following the 2009 Accreditation process, Palomar College was advised
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 informationDistance Education Handbook
Distance Education Handbook A Resource for Instructors Provided by the SOU Distance Education Center January 2012 About this Handbook This handbook is intended to serve as a resource for faculty by providing
More informationBest Practices in Online Course Design and Delivery
Southern Oregon University Best Practices in Online Course Design and Delivery Provided by the SOU Distance Education Center 9/10/2009 Online Course Design and Delivery Southern Oregon University is committed
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 informationUniversity of West Georgia 5-Star Online Course Review
University of West Georgia 5-Star Online Course Review Three copies must be completed: one by instructor, one by peer, and one by DDEC. All three must reach satisfy scoring requirements (at bottom) for
More informationExpectations for Classroom Setup and Online Teaching
Expectations for Classroom Setup and Online Teaching UMUC is committed to providing the highest-quality online education to its students. UMUC-sponsored research and evaluation data, including the Institute
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 informationBest Practices and Review Standards for Online Instruction. Recommended Best Practices for Online Instruction
Best Practices and Review Standards for Online Instruction The following researched-based best practices are recommended to demonstrate quality in online course design. In November 2010 the Distance Education
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 informationOnline Student Orientation
Online Student Orientation A Virtual Walk to Class Online Student Orientation Script Slide Slide Title Script 1 Online Student Orientation Welcome to Aurora University! This virtual walk to class is designed
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 informationOnline Course Development: A Guide for Instructors
CONTINUING AND DISTANCE STUDIES FACULTY OF ARTS AND SCIENCE www.queensu.ca/artsci_online Online Course Development: A Guide for Instructors The Design Process: Assessment Types of Assessment... 1 Peer
More informationThe Art & Science of Teaching Online Syllabus
The Art & Science of Teaching Online Syllabus Course Facilitators: Susan Armitage E-mail: sue.armitage@unlv.edu Phone: (702) 895-2347 Elizabeth Barrie E-mail: elizabeth.barrie@unlv.edu Phone: (702) 895-5837
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 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 informationKing Fahd University of Petroleum and Minerals DEANSHIP OF ACADEMIC DEVELOPMENT KFUPM ONLINE COURSES:
King Fahd University of Petroleum and Minerals DEANSHIP OF ACADEMIC DEVELOPMENT KFUPM ONLINE COURSES: LAST REVISED: March 2003 TABLE OF CONTENTS Page 1. INTRODUCTION 1 2. ESSENTIAL FEATURES FOR AN EFFECTIVE
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 informationPenn State Quality Assurance e-learning Design Standards
PURPOSE The Quality Assurance e-learning Design Standards are intended to provide a measure of quality assurance for online courses in order to serve the e-learning needs of Penn State students. These
More informationIvy Tech Community College of Indiana
Ivy Tech Community College of Indiana POLICY TITLE Distance Education Course Design and Development POLICY NUMBER ASOM 6.0 (Formerly APPM 5. & 5.) PRIMARY RESPONSIBILITY Instructional Design CREATION /
More information12 Step Checklist for Meeting Quality Matters Standard 1
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 Students are introduced to the purpose
More informationSLN Course Quality Rubric for Formal Course Review of New Online Faculty/Courses
SLN Course Quality Rubric for Formal Course Review of New Online Faculty/Courses Use this rubric produce formal written course reviews for new online faculty and their courses. ALEANDRA M. PICKETT Associate
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 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 informationThe College Experience COL 101 3 Hours Credit
The College Experience COL 101 3 Hours Credit Course Information Course Description: In this course, we will study the best practices for success in college and learning on line by using technology smartly,
More informationInstructor Guide. Excelsior College English as a Second Language Writing Online Workshop (ESL-WOW)
Instructor Guide for Excelsior College English as a Second Language Writing Online Workshop (ESL-WOW) v1.0 November 2012 Excelsior College 2012 Contents Section Page 1.0 Welcome...1 2.0 Accessing Content...1
More informationNEW FACULTY ORIENTATION FOR CAREER SCHOOL INSTRUCTORS
NEW FACULTY ORIENTATION FOR CAREER SCHOOL INSTRUCTORS CONTENTS Course Description... 3 Introduction... 3 Course Structure... 3 Contact Hours... 3 Course Length... 3 Delivery Method... 3 Instructors...
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 informationEducation with no limits.
Education with no limits. Why Broward College Online? Benefits - There are many benefits to taking courses online, such as: 1. Never being late for class. By taking classes online, you log in at times
More informationTen Simple Steps Toward Universal Design of Online Courses
Ten Simple Steps Toward Universal Design of Online Courses Implementing the principles of universal design in online learning means anticipating the diversity of students that may enroll in your course
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 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 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 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 informationCOM 561: Multimedia Content Creation 3 Credits
COM 561: Multimedia Content Creation 3 Credits Course Overview In the information society, content rules. In this class, students will learn to develop and communicate ideas clearly, concisely, and effectively
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 informationPsychology 1F03 Course Outline Spring 2014
Psychology 1F03 Course Outline Spring 2014 Course Staff Location Office Hours Dr. Joe Kim Instructor PC/106 Posted weekly on AVENUE Dr. Michelle Cadieux Course Coordinator IntroPsych Office PC/416 Posted
More informationinacol Standards of Quality for Online Courses
A Content inacol Standards of Quality for Online Courses The course goals and objectives are measurable and clearly state what the participants will know or be able to do at the end of the course. Course
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 informationEDU 295 633 Fall 2010 Course Syllabus Instructional Design for Online Learning Instructor: Faculty Bio button Contact Policy:
EDU 295 633 Fall 2010 Course Syllabus Instructional Design for Online Learning Instructor: Kristin Machac The Faculty Bio button in Blackboard also contains your instructor s contact information, office
More informationBest Practices for Teaching Online
10 Best Practices for Teaching Online 9 8 7 5 6 4 3 2 1 p This handbook is compiled and edited from hundreds of teaching tips drawn from a wide variety of Web sites that provide resources for faculty teaching
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 informationA Guide for Online Courses at The University of Virginia s College at Wise. Page 1 of 11
Guideline 1: Selection of faculty Is the faculty prepared to teach an online class? Faculty that are effective have high, but clear and reasonable expectations. For example: Approved faculty need to have
More informationQuality Standards for Online Learning
Quality Standards for Online Learning Guidelines regarding minimum standards are used for course development, design, and delivery of quality online instruction (such as course syllabus elements, course
More information