SLN Course Quality Rubric for Formal Course Review of New Online Faculty/Courses
|
|
- Clinton Garrett
- 8 years ago
- Views:
Transcription
1 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 Director SUNY Learning Network State University Plaza Albany, NY T: Alejandra Subagja in Second Life Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 3.0 License SUNY Learning Network
2 NEW ONLINE COURSE REVIEW RUBRIC Semester: LMS: KEY Course Code: Instructor: =Satisfactory N=Needs Improvement Date of last review: Date of this review: Reviewed by: Reviewed by: Thank you for participating in this review of your online course. The purpose of the review is to maintain the quality of our online program by checking that the highest standards in overall course quality have been met. The standards are based on research, best practices, instructional design principles and national standards for online course quality. Course review will be a continual process as we look to revise and improve the quality of our online courses. All quality courses include the following elements: Course Overview and Introduction Learning Objectives (Competencies Assessment and Measurement Resources and Materials Learner Interaction Learner Support Course Technology Accessibility Each course element falls into one of three categories of an online learning community: I. Teaching Presence II. Social Presence III. Active Learning I. Teaching Presence 1. Instructional Design and Organization a) Instructor s personal profile is complete b) Dated welcome message is provided to welcome students to the online learning community. c) The instructor has established contact information and office hours. d) Access to online student support services is provided. e) Clear explanation of course learning activities is provided. f) Updated textbook, clear technological requirements and prerequisites are provided prior to enrollment and at the beginning of the course. g) Campus Academic Integrity Policy and link to Plagiarism document is provided. h) Required course materials, software/hardware requirements, and a working link to NCCC bookstore are listed. i) Course overview, goals, and learning objectives are clearly communicated. j) A grading policy which clearly defines how students earn their grades is provided. k) Instructor and student expectations for the course are listed. l) Guidelines for online interaction and netiquette are provided. m) A course schedule is provided. n) Checklist for online student success is available. o) An explanation of course navigation is given. p) Your Next Steps document is updated. SUNY Learning Network
3 2. Direct Instruction a) Consistent formatting of fonts, colors and course materials are visually appealing on the web in the student view. b) Descriptive and consistent terminology is used for course navigation. c) Proper document types are used such as Take No Action, Written or Multipart or Small Group Assignment. d) The language in instructional materials uses appropriate grammar and spelling. e) Instructional materials assist students with technologies and strategies for learning online. f) Instructional materials communicate clearly. g) Instructional materials appeal to diverse learning styles and interests. h) Instructional materials make appropriate use of multimedia. i) Images and other multimedia are optimized for the delivery on the web and images have an alt tag (alternative text for ADA compliance). j) Instructor uses materials that appear to be within the guidelines of copyright laws. k) There are sufficient external readings and materials. l) Internal and external hyperlinks are updated and active. m) Students are referred to the HelpDesk for answers to technical questions about the LMS in a Bulletin Board document. II. Social Presence a) Students are directed to edit their Meet Your Classmates profile immediately upon starting the course. b) Student interaction with the instructor is facilitated in a variety of ways such as private folders, Talk with Professor and Question Area. c) Course materials promote collaboration among students such as small group assignments. d) The instructor encourages student-to-student communication in a variety of ways such as a Question Area or Student Lounge. e) Students are encouraged to offer each other feedback and constructive criticism through peer review (Save for Class option). III. Active Learning a) Module goals and objectives are outlined. b) Module readings, assignments and due dates are clearly stated for each module. c) Students are provided with clear instructions for how to complete and how to submit assignments. d) Students are provided with clear instructions on how to participate, expectations for their participation and how their participation will be evaluated, in online discussion forums. e) Students are instructed in methods of research (searching) and resource (content) evaluation if applicable. f) Student reflection is encouraged. (Such as the use of a web blog or reflection journal). g) Students are provided with numerous assessments such as discussion, journals, essays, tests and other assignments. h) Feedback to student assignments and questions is provided in a timely manner. i) Students are given the opportunity to provide course feedback to the instructor through survey or other method. SUNY Learning Network
4 Suggestions for Improvement or Revision Element Description Element Suggestions for Best Practices Complete all course documents as seen below in numbered Learning Modules Delete any modules and/or documents you will not use this semester Use the private notebook area for future planning and ideas (Create-z. Private Document-scroll down in course to edit the document) Facilitating Discourse is a part of Teaching Presence, all courses are improved when the instructor: tries to identify areas of agreement and disagreement on course topics. guides the class towards understanding course topics. encourages student participation in the course. helps to keep students engaged in class discussions. helps to keep students on task. SUNY Learning Network
5 Learning Module Number: 1 Module Name: Section Title Not N/A Comments Learning Module Number: 2 Module Name: Section Title Not N/A Comments -Student Questionnaire Learning Module Number: 3 Module Name: Section Title Not N/A Comments Learning Module Number: 4 Module Name: Section Title Not N/A Comments SUNY Learning Network
6 Learning Module Number: 5 Module Name: Section Title Not N/A Comments Learning Module Number: 6 Module Name: Section Title Not N/A Comments Learning Module Number: 7 Module Name: Section Title Not N/A Comments Learning Module Number: 8 Module Name: Section Title Not N/A Comments Faculty Participation in Course Update and Revision Cycle DL Orientation Training session I Training session II Training session III Participated Did not participate Training session IV Training Sessions Returning Faculty Instructional Design Institute TBA Next Date of Scheduled Training SUNY Learning Network
7 Example Written Course Review for New Online Faculty Course HomePage I love how you have designed this page. It is attractive and functional. Suggestion: I would put your name right on the course homepage so they know who you are. I would even consider adding a little photo of you either on the homepage or in your intro or profile. How about a little audio welcome? I need some sort of an instruction that tells me what to do when I get to the homepage and what to do first. Usually I would put this in a newsflash right at the top of the page as your voice welcoming the students and telling them what to do and where to go as the come into the course. I recommend that you add a "newsflash area" to your homepage for this and use it in addition to course announcements. (Also you have no announcements posted for the new students. To get them accustomed to checking and using that area you should prepare one for them for the first day of class.) The newsflash right on the front page of your course establishes teaching presence and class community right on the front page and give you the ability to communicate immediately with all students in the course as they come to the homepage. To do this all you have to do is add it to the header of the home page and add some text, then just keep it updated - i.e., change it everyday. That way students feel your presence in the course when they come to the homepage every time... In this new version of WebCT you could keep an archive of the newsflashes in the announcements area or in your discussion area so students can review any they may miss or if they simply want to review them. Here is an example of a first day newsflash: Welcome NEW Summer 2007 SLN students! If you are just joining us, please start with the Welcome document and read through all the Course Information documents, complete the "your next steps" activities, and then introduce yourself in Module 1: Let's Get Started. Once you have introduced yourself, try the first discussion assignment and written assignments! 1. Course Information (CI) documents: Of course I love this layout : ) very clear complete to the point. 1. Your welcome is wonderful. Online students want to know who you are and most of them are taking an online course for the first time. Making them feel welcome, telling them about yourself and this online experience will set a tone and get them to feel at ease with you and the experience... that they can do this. That you are a real person. That they can trust you. How about adding an audio welcome? : ) I know you put the link to your school contact page but it is still a click away I can already tell that you have great instincts for online instruction. : ) 2. Review your course from the student view Check out the links that are on that horizontal nav bar at the top of the frame are they the one s you want there? In that order? You have control over this. In addition, look at those that show up under more tools. If you are not using all of them, like goals for example, get them out of there. Also, be sure they are in the order that you want. Will you be using the internal course mail system for private communication with your students? If so, I would add that to the contact info page, and I would say to contact me privately use the internal course mail feature in this course. To access the internal course mail system, click on the more tools link on the navigation bar of our course home page and locate the link to mail. I would also have an in the mail box waiting for every student. I would welcome them again to the course and tell them that they can communicate with you privately via that mechanism. This give the students the sense that they have access to you, it reassures them and presents an authentic use of an area that you intend for them to use in the course if you have something there waiting for them then they get an immediate reinforcement of it as an active area in the course, one that has a purpose and that they will then remember if and when they need to use it. You also need to tell the students to print it out and save the contact page it in a folder they need to print it so that they can have it incase they need to contact you. If the web pages are down, they will have no way to access this page for the info. Solid SUNY Learning Network
8 rationale for using the internal course mail for private mail with students is that then all the communications related to a particular course reside in that course and don t get lost in your campus . Makes it easier to manage. 3. Course Overview: give a clear picture of the course. Need content here. 4. Objectives: I would want to have a solid sense of what this course is about from this document. 5. Readings: provide details and links and instructions for getting the book and eres on this page. It is a good idea to have one page where you list out all the readings for the course, so the student can print them out and have them handy and at a glance for the whole course. Online students are literal. I think it is a good idea to have one page where you list out all the readings for the course, so the student can print them out and have them handy and at a glance for the whole course. 6. Course Learning Activities: Everything you have the students do is a learning activity. Everything you have them do should have some sort of assessment/feedback, even reading. If it is worth having them do it then it is worth giving them feedback on how they did it. Talk directly to a single individual student. Any activities you have the students do in the course are a learning activity and require explanation. Reading is a learning activity also for example. Papers, journals, web quests, offline activities all require explanation, and assessment. 7. How you will be evaluated? I will suggest that you consider providing a model for each type of written activity and details on what you expect. It is REALLY hard to know what would constitute high quality, how to succeed, or excel in the assignment without a rubric or model. Provide rubrics with the criteria of how you will evaluate their papers and discussion postings. 8. Expectations; in addition to explicitly telling the students what you expect from them, what can students expect from you? How will you interact with them? What will your role be in discussions? Or other activities in the course? 9. Course schedule: creating a detailed course schedule especially for a short format course is essential to help student be successful in the course. They need to know in detail what they are supposed to do, how, where, and when. 10. Next steps: need to detail the next steps for students. 2. Icebreaker Activities: You need to present these initial activities more clearly both in terms of presentation and instructions. 3. Presentation of content: Weekly assignments: You have a good start. I don t understand the overall logic and organization of the module or the content as a whole for the course. In part cuz the CI documentation is not complete, so I don t have enough to go on yet to fully understand your course. Having quotations to ponder is not really engaging it is like, familiarize your self with these terms or concepts you need to give them something to do/make them do something that will achieve the objective of having them ponder the quotes of the concepts behind the quotes. e.g., an activity: pick one of the quotes below and talk/write about what it means to you. Tell them what you are going to make them do, tell them what you expect explicitly, and how you will evaluate them, and then MAKE THEM DO STUFF. Then give them feedback on what they do. Strong suggestion: give your modules consistent structure. Tell them what they are going to do in the module at the beginning of each module so they have an organizer for the activities of the week. Then lay the activities out consistently. Read discuss, write, use a consistent module structure to help frame and organize the content for the students What do you want them to do with metaphors we live by in week 3??? I would suggest that in addition to labeling each week numerically, that you add some relevant title to the week to add an advance organizer and give context to the structure of the course for example Week 1. Intro to Rhetoric and the Poetics. The titles of things add instructive value to the course they give/add context, organization, and meaning in advance for the students. It is too valuable a mechanism to waste/not to use. 4. Engaging the content: I am unclear about the content and objectives and activities for this course. I don t understand how students will be presented content and how they will engage/interact in this course. SUNY Learning Network
9 5. Assessment of learning: I am unclear as to how students will be assessed in this course. My strong recommendation is to provide detailed rubrics for each of the learning activities you plan to use. Also consider providing some models of what you consider a superior, successful, high quality work/interaction in your course so students know specifically how to succeed in your course. 6. comments: This is the formula for a good online learning activity. 1. Present content 2. Direct Interaction (students interact with the content in some way - in a directed learning activity and produce something that analyses and synthesizes something concrete from that activity). 3. Assess (you give them feedback on that output, e.g., a discussion response, a paper, a report, a test, journal, etc.). What are the web resources you have posted in the course and how will they be used in this course? Don t have stuff in your course unless you have an associated activity with it, or unless you say explicitly that the links are there purely for enrichment and are not required for any activity in the course. I am concerned that there is still a great deal of work for you to do to prep this course for delivery. Please let me know if I can assist you in any way. Consider adding a culminating activity to solicit feedback for improvements to the course from your students. I saw no statements on or on plagiarism you may want to consider adding them. You can also mention somewhere in the course that not only can they use the links on your homepage, and the course map navigation, but that they can use the links listed at the top of the page that "bread crumb" navigational links at the top of every page as well. I just found the syllabus it is not enough. Why is the lorde poetry is not0001 link on the course content page? Makes no sense there. Remove anything in the course tools area from the student view that you are not using. SUNY Learning Network
HCC 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 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 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 Review Materials
Course Review Materials Experienced faculty fill out the SLN teaching online questionnaire: http://sln.suny.edu/teachingsurvey You will get an email report from filling out this survey with suggestions
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 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 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 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 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 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 informationHuman Resources Management NURS 5304/6304/7304 3 Credit Hours
Human Resources Management NURS 5304/6304/7304 3 Credit Hours Course Description Personnel and human resource issues including labor management in nursing and health care settings. Course Objectives At
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 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 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 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 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 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 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 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 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 informationIn this topic we discuss a number of design decisions you can make to help ensure your course is accessible to all users.
Accessible Course Design As a course designer you hold a pivotal role in ensuring that Learning Environment is accessible to all users, regardless of their learning needs. It is your content that students
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 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 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 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 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 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 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 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 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 informationSocial Psychology PSYC 2319 - Online
Page 1 of 12 ADMINISTRATIVE MENU HOME LOG IN Course Syllabus for PSYC 2319 Section 009 Social Psychology 2011 Spring Standard Semester Note to Students: Syllabi are the most recent available at the time
More informationHOSTOS ONLINE COURSE DEVELOPMENT GUIDELINES
HOSTOS ONLINE COURSE DEVELOPMENT GUIDELINES Last Revised: 03-18-2015 THE ONLINE DESIGNATION For a course to be considered online, more than 80% of the instruction has to occur online. The instructor can
More informationONLINE COURSE REVIEW - ADDITIONAL EXPLANATIONS
ONLINE COURSE REVIEW - ADDITIONAL EXPLANATIONS Introduction Peer Support Team Completing your Course Review Explanations and Examples Conclusion Introduction In the spring of 2013, L&C will host a visit
More informationCourse Syllabus for MUSI 1306 Section 047 Music Appreciation 2010 Fall Standard Semester
ADMINISTRATIVE MENU HOME LOG IN Course Syllabus for MUSI 1306 Section 047 Music Appreciation 2010 Fall Standard Semester Note to Students: Syllabi are the most recent available at the time they were posted
More informationCREATING A COURSE? Courses at SNHP
CREATING A COURSE? Courses at SNHP At The Lewis School, courses may meet on- campus, online only or hybrid combination of online and on- campus. Synchronous classes require students and instructors meet
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 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 informationWeb Design Standards
Web Design Standards Contents Roles and Responsibilities... 3 Design Guidelines... 4 Page Layout... 4 Font and Styles... 4 File Types... 5 Page Names... 5 Images... 5 Academic Departments Required Content...
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 informationFYS 110 53 Life Maps JACKSON COMMUNITY COLLEGE 1/10 through 2/23/2012 WINTER 2012
FYS 110 53 Life Maps JACKSON COMMUNITY COLLEGE 1/10 through 2/23/2012 WINTER 2012 Professor: Suzanne E Kiess, CPA, MBA JCC Phone: (517) 796 8608 E Mail: kiesssuzannee@jccmi.edu JCC Office: Whiting 150D
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 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 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 informationINTRODUCTION TO ONLINE TEACHING
INTRODUCTION TO ONLINE TEACHING Catherine Hillman See instructor communication policy on page 2 Email: catherine_hillman@cuesta.edu (best method) Skype: catherine.hillman and Learning COURSE GUIDE Catherine
More informationCustomizing your Blackboard Course
Customizing your Blackboard Course Changing the visual appearance Menu Buttons Changing your course buttons can add a splash of color to your course and make it more visually appealing to your students.
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 informationSTABLE MANAGEMENT EQSC 441 & EQSC 441 Lab SUMMER I 2014
SYLLABUS STABLE MANAGEMENT EQSC 441 & EQSC 441 Lab SUMMER I 2014 COURSE INFORMATION -3 Credit Hours: 2 Lecture/2 Lab -Lecture is Web Based - Lab meets at Equine Center on HWY 50 from 8:00am-5:00pm on June
More informationSummer 2014 Online Teacher Training. Introduction
Summer 2014 Online Teacher Training Introduction Welcome to the Online Teacher Training Summer 2014 course. This course is an introduction, not just to D2L and course design, but how to teach online. Online
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 informationIt is vital that you understand the rationale behind the correct answer(s) as wel as the incorrect answer options.
Getting the Most out of ATI www.atitesting.com What is ATI? ATI is an online resource that will be used throughout the nursing program to help you learn about nursing practice as well as help prepare you
More informationEnglish 102 ONLINE: Reason and Research Winter, 2015
Instructor: Sonya Dunning E-mail: sdunning@cwu.edu English 102 ONLINE: Reason and Research Winter, 2015 Course Description English 102 expands on the skills and techniques honed in English 101. In this
More informationCity Tech Instructional Technology & Media Services. Blackboard Tutorial for Students
City Tech Instructional Technology & Media Services Blackboard Tutorial for Students How to find your courses After you log-in to Blackboard by visiting CUNY website at http://www.cuny.edu=>portal Login/Blackboard/eSIMS=>Blackboard
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 informationHttp://Troy.bncollege.com
TROY UNIVERSITY Criminology SYLLABUS T1 2015 August 10, 2015 to October 9, 2015 For course syllabus posted prior to the beginning of the term, the instructor reserves the right to make minor changes prior
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 information8.38.1.2.4 Online Program. An academic program that contains only online courses.
8.38 ONLINE COURSE POLICIES [Administrative Updates 9/9/14] 8.38.1 Institutional Context 8.38.1.1 Introduction. Online courses and programming involving significant online delivery can be educationally
More informationContinuing Education. Online Student Guidebook
Continuing Education Online Student Guidebook Student Manual 2 Contents Table of Contents... Error! Bookmark not defined. Welcome!... 3 Prospective Students... 3 Orientation to Online Learning at CEP at
More informationWeb Design Methodology IT 205
Web Design Methodology IT 205 UNM Valencia, Digital Media Arts updated 8-2014 Fall 2014 Monday Wednesday, 10:30am 11:45am UNM Learn Enhanced Course Professor: Alexa Wheeler alexa08@unm.edu Campus Office
More informationDemonstrate familiarity with psychology theory. Describe research methods in psychology. Apply critical thinking skills in psychology.
General Psychology 1030 General Psychology J01 and J02 Course Syllabus Fall and Spring Course Information Course Description: Learning Outcomes: This course is a study of basic psychological principles,
More informationStudent Quick Start Guide
Student Quick Start Guide Copyright 2012, Blackboard Inc. Student Quick Start Guide 1 Part 1: Requesting Enrollment and Accessing the Course 1.1 1.2 1.3 Accepting a Course Invitation and Accessing the
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 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 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 informationNURS 5001 Healthcare Policy 3 Credit Hours
NURS 5001 Healthcare Policy 3 Credit Hours Course Description The primary focus of this course is the analysis of healthcare systems. Public and private healthcare delivery systems are examined. Students
More informationSummarize the history of, and future trends in, the development and use of
COM3332: New Communication Technology & Contemporary Society Mode of Instruction: Online Spring 2014 COURSE DESCRIPTION Welcome to COM3332: New Communication Technology and Contemporary Society. This course
More informationBest Practice for Online Courses
RELAX Reutlingen University s Learning Platform Best Practice for Online Courses Content Design, Layout, Form Course Structure Resources and Activities Student Assessment Teaching Methodology RELAX https://relax.reutlingen
More informationOnline Course Syllabus EDFD630 Theories of Human Development and Learning. Important Notes:
Online Course Syllabus EDFD630 Theories Human Development and Learning Important Notes: This document provides an overview expectations for this online course and is subject to change prior to the term
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 informationNew Mexico SUN Online Instructor Certification 2013
Course 2 - New Mexico SUN Online Instructor Certification: Designing Quality Courses Skill Up Network Cooperative for Teaching & Learning (SUN-CTL) I. Course Syllabus Fall 2013 Welcome to Course 2 of the
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 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 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 informationBlackboard 9.1 Basic Instructor Manual
Blackboard 9.1 Basic Instructor Manual 1. Introduction to Blackboard 9.1... 2 1.1 Logging in to Blackboard... 3 2. The Edit Mode on... 3 3. Editing the course menu... 4 3.1 The course menu explained...
More informationCIS 101 - Mac OS - Syllabus
CIS 101 - Mac OS - Syllabus Spring 2013 Updated 2/9/13 Menu Homepage Homework Assignment Calendar Syllabus Download or Printout the Syllabus Contact Info Class Dates & Meeting Times Required Text & Materials
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 informationWelcome to the North Carolina Virtual Public School Getting Started module. This module will take you through what online is, how to be successful in
Welcome to the North Carolina Virtual Public School Getting Started module. This module will take you through what online is, how to be successful in an online course, and how to work in your course. 1
More informationAlessi, Stephen & Trollip, Standley (2001). Multimedia for Learning: Methods and Development (3rd Edition). Boston: Allyn & Bacon.
Course Title: Instructional Systems Design Course Number: Y75.1010.001 Instructor: Holly Henry Email: hrh2@nyu.edu Online Office Hours: Wednesday 9:15pm-10:15pm and by appointment Course Overview: This
More informationDivision of Fine Arts Department of Photography Course Syllabus
Division of Fine Arts Department of Photography Course Syllabus COURSE TITLE COURSE NUMBER PREREQUISITES Digital Camera Work CRN 10097 PGY 1800C None CREDIT HOURS 3.0 CONTACT HOURS 45 hours online CLASS
More informationCOMMUN 101: INTRODUCTION TO INTERPERSONAL COMMUNICATION
COMMUN 101: INTRODUCTION TO INTERPERSONAL COMMUNICATION Course Instructor: Andy Cuneo Course Meets On-line Office: Holton Hall 157 Office Phone: (414) 229-2787 COURSE DESCRIPTION Basic concepts for understanding
More informationCOURSE SYLLABUS PADM 6950-98 Introduction to Nonprofit Organizations Fall 2015
COURSE SYLLABUS PADM 6950-98 Introduction to Nonprofit Organizations Fall 2015 Professor: Kyujin Jung, Ph.D. Phone: 615-963-7251 (office) Office: TSU Avon Williams Campus, Room 411 / Email: kjung1@tnstate.edu
More informationEDME 532: TESOL INTERNSHIP AND SEMINAR SUMMER / 2015
EDME 532: TESOL INTERNSHIP AND SEMINAR SUMMER / 2015 Professor: S. Quinn O. Dyrli Course Dates: May 17-Aug. 22, 2015 Email: quinndyrli@comcast.net Phone: (570)-310-1228 Faculty Availability: via forum,
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 informationSpring 2015 Syllabus for ENG 131.42: Writing Experience I
1 Spring 2015 Syllabus for ENG 131.42: Writing Experience I Instructor: Professor Martha Petry Office: My Office is located on JC s Main Campus, WA 226 My Office Phone: 517-796- 8530 English Dept. Phone:
More informationEMM 210 FIELD STUDY IN EMERGENCY MANAGEMENT
Instructor Information Instructor: Lori R. Hodges Email: lhodges@adams.edu Phone: (303) 656-3214 Course Delivery Online, Open-Enrollment Credit Hours 3 Semester Hours Course Prerequisites None Course Time
More informationThe recording of today s presentation will help you to better understand the Syllabus Section of your ELI course. My name is Katie Aimone and I am
The recording of today s presentation will help you to better understand the Syllabus Section of your ELI course. My name is Katie Aimone and I am the orientation specialist here at ELI. I work with new
More informationI ve logged in! Now where do I start?
I ve logged in! Now where do I start? Instructor s Quick Start Guide Introduction: Up and Running with OpenClass We ve created this Quick Start Guide to help you, the instructor, get up and running with
More informationSOCIOLOGY OF VIOLENCE SOCI 3360 Fall Semester, 2013 Online Course
SOCIOLOGY OF VIOLENCE SOCI 3360 Fall Semester, 2013 Online Course Instructor: Michelle Emerson-Lewis E-mail: Please use email in our WebCT Vista course to contact the instructor. If you have difficulties
More informationMiddlesex Community College Spring 2015
Middlesex Community College Spring 2015 ENG 101: Composition # 1182 Online Course Semester Begins: 1/21/15 Instructor: Professer Joan Donati Contact Information 3 credit hours Email: Use Blackboard email
More informationTEXARKANA COLLEGE ONLINE STUDENT ORIENTATION
TEXARKANA COLLEGE ONLINE STUDENT ORIENTATION The purpose of this orientation is to familiarize students with what is expected of them in an online course. In many ways, learning online is similar to learning
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 informationEnglish 101, WB12: Academic Writing University of Maryland, College Park Summer Session I 2015 Course Policies
English 101, WB12: Academic Writing University of Maryland, College Park Summer Session I 2015 Course Policies Instructor: Douglas Kern E-mail: dkern1980@gmail.com Office Hour: Online (by appt) NOTE This
More informationPSYC 414 COGNITIVE PSYCHOLOGY
Instructor Information Course Syllabus Instructor: Email: Virtual Office Hours: Dr. Brent M. King brentking@adams.edu Office Hours subject to quarterly change. Please check Announcements for current times.
More informationStrategic Use of Information Technology (CIS 190.01) Summer / 2015 https://messiah.instructure.com
Summer Online 2015 Strategic Use of Information Technology (CIS 190.01) Summer / 2015 https://messiah.instructure.com Professor: Bev Motich Dates: June 8 July 31, 2015 Email: bmotich@messiah.edu Office
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 informationBUS 418 LEADERSHIP STRATEGIES. Course Syllabus. Instructor Information. Course Delivery. Credit Hours. Course Prerequisites. Course Time Limits
Instructor Information Course Syllabus Instructor: Lonnie Gillespie, M.B.A. Email: ljgillespie@adams.edu Phone: (719) 580-0298 Fax: (719) 852-0298 please call before faxing Course Delivery Online, Open-Enrollment
More informationRequired Text: Ciccarelli. Psychology: An Exploration. New Jersey: Pearson Education, Inc. ISBN: 978-0-205-76503-4.
PSYC 111: Introduction to Psychology (3 Credits) Course Description This course is an introduction to the basic principles and theories of human behavior and mental processes. It will consist of an examination
More informationAN INTRODUCTION TO WEBSITE DEVELOPMENT FOR COURSE WEBPAGES AT MICHIGAN STATE UNIVERSITY
AN INTRODUCTION TO WEBSITE DEVELOPMENT FOR COURSE WEBPAGES AT MICHIGAN STATE UNIVERSITY Sharon Vennix BE 490 October 16, 2000 Outline I. Introduction a. Understanding a Web Page b. Choosing a Web Page
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 informationANGEL 7.4 MASTER Course Import Guide for MBA Online Instructors
ANGEL 7.4 MASTER Course Import Guide for MBA Online Instructors The Center for Instructional Technology & elearning Ohio Dominican University elearning.ohiodominican.edu angel_administrator@ohiodominican.edu
More informationMGMT 361 (Hybrid) Human Resource Management
Columbia College Online Campus P a g e 1 MGMT 361 (Hybrid) Human Resource Management Summer Session 14/15 June 1 July 25, 2015 Course Description This course provides a thorough understanding of design,
More information