Community College System of New Hampshire

Transcription

1 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 the design and delivery of an online course, the edesign Blackboard site includes research and resources for CCSNH faculty. edesign includes six current research based quality indicators and associated attributes that comprise high quality online course design. Each attribute has a point value that suggests the weight of importance of the attribute, with 5 points being the highest and 1 the lowest. The maximum rubric total is 100 points. The six indicators of the edesign Rubric include: Digital Learning Tools Expectations and Syllabus Starting Point and Student Support Interaction and Learning Strategies Gauging Student Success Navigation Faculty and administrators can use edesign to provide and receive feedback to improve the quality of 100% online course design. The edesign rubric may also be used as a resource for faculty to develop new online courses. edesign is not an evaluation of course content. edesign is an objective, best practice feedback process to assess the design of an online course based on quality standards to ensure students receive a quality and consistent online learning experience throughout the CCSNH online course offerings. How do I receive edesign Feedback for my 100% online course? 1. with the subject: edesign Feedback Request.. After confirmation that you have been added to the Blackboard site, log in to Blackboard and enroll the edesign coordinator into your course as a Teaching Assistant.. To access the resources in the edesign Blackboard site, log in to Blackboard and locate 1 edesign Resource Center from the My Courses area. What happens after I submit my course? 1. The edesign coordinator will respond by with a time frame for edesign start and completion date.. You will enroll the edesign Coordinator as a Teaching Assistant into the course.. A spreadsheet is created by the edesign Coordinator to begin the edesign feedback process. 4. Points will be awarded if the associated attribute is met in full. No partial credit is awarded. 5. Comments will be provided on a spreadsheet along with resources to assist in meeting the attribute. 6. You will receive an when your feedback is ready for access along with access instructions. 7. If the course environment scores below 80, the course originator will be encouraged to make the suggested changes and resubmit their course for feedback. They will be contacted within one week to determine an estimated date for the follow-up feedback. 8. If the course environment scores between the course originator is welcome to resubmit the course once the suggested changes have been made. 9. If the course scores 90 or above, the course will be awarded an edesign Certificate of Quality. Questions: Blackboard OnDemand Training Tutorials: CCSNH edesign Rubric Page 1 of 6 15 April 015

2 Indicator One: Digital Learning Tools Digital Learning Tools are any Blackboard, Internet or computer based applications used to facilitate learning and encourage interaction. Examples of digital tools are: audio presentations, blogs, discussion boards, embedded video, live chat, podcasts, RSS feeds, wikis, and Collaborate classrooms. 1.1 The digital learning tools promote learner-to-learner interaction. 1. The digital learning tools promote learner-to-content interaction (for example, through the use of video, audio, and text based materials to support multiple learning styles). 1. The digital learning tools promote learner-to-instructor interaction. 1.4 The digital learning tools are used with purpose and are relevant to the course subject matter. 1.5 The digital learning tools required for the course are available within the course site. 1.6 Instructions for access and use of each digital learning tool are provided. 1.7 The software required to use the digital learning tools are identified (e.g.: Java, Windows Media Player etc). TOTAL POINT VALUE 15 Indicator Two: Expectations and Syllabus Clearly articulated expectations for student and Instructor participation and performance are critical for student success in a 100% online course. The syllabus defines the learning agreement between the student and Instructor and provides resources for ongoing support..1 Expectations for class participation, learner-to-learner response expectations and appropriate online behavior are clearly stated.. The Instructor's policies regarding response time for , discussion board responses, and feedback on assignments are clearly stated.. Expectations for minimum technology skills required of an online learner are clearly stated (for example, access to a computer, access to the internet, ability to search for credible information online, compose/send/receive/reply to , attach files, download files, use word processing software, etc.).4 An estimate of the total hours of student learning time per week (online discussion, reading, writing, 1 CCSNH edesign Rubric Page of 6 15 April 015

3 etc) is stated..5 (REQUIRED) The following elements are available on the syllabus or within the course site: Course Description Prerequisites Learning Objectives Required Resources Blackboard Student Orientation Citation Style (if applicable) Assessment Description and Grading Schema Instructor s Communication Policy Faculty Policies Academic Honesty Netiquette Course Schedule with Due Dates 5.6 The suggested CCSNH standardized online course syllabus is used. TOTAL POINT VALUE 1 15 Indicator Three: Starting Point and Student Support A visible starting point welcomes students to the course and launches them into a productive and supportive learning environment..1 The course includes a visible starting point (usually a content area button available on the course menu called Start Here ) for students with directions for next steps to be taken.. Through a Welcome Announcement, a course introduction and overview of the Blackboard course structure are provided OR the Welcome Announcement includes directions on where students should go for the course introduction and Blackboard course structure.. The faculty provides a self-introduction to the class (for example, the instructor uses the Contact Information Content area to provide a brief biography)..4 Faculty contact information, such as , phone, and office hours are included within the course shell (for example, through the use of the Contact Information Content area)..5 Links to student support services are available within the course site (for example a hyperlink to the Blackboard 4/7 support center library services, online tutoring, academic advising, and disability services). TOTAL POINT VALUE 1 CCSNH edesign Rubric Page of 6 15 April 015

4 Indicator Four: Interaction and Learning Strategies Interaction and learning strategies include the digital learning tools and selected content that are required of the learner to use and access. Examples of interaction and learning strategies include: audio presentation, digital storytelling, online discussion, wikis, blogs, journals, independent reading, interactive lecture, synchronous and asynchronous communication, peer-to-peer collaboration, peer review, reflection, simulation, and video review. 4.1 The students are required to introduce themselves in the online discussion board, wiki, or other online collaboration/communication tool and welcome at least two other learners to the course. 4. Student to student interaction is required and supported. 4. Student to instructor interaction is required and supported. 4.4 Student to content interaction is required and supported. 4.5 The learning content is varied to support a variety of learning styles The learning strategies are engaging (for example, what the student is required to do with the learning content and how they interact with the online learning community) The learning materials are current. 4.8 Supplementary materials are provided to support learners. For example, if a student has a continued interest in a topic, they have access to additional materials and/or are able to select from a variety of materials related to the course subject matter. In addition, materials are available to support learners with little to no prior subject matter knowledge. 4.9 (REQUIRED) The course is ADA compliant and adopts universal design principles to compliment a variety of learning styles. For example, text formatting, font colors and sizes are consistent and variety is used minimally and with purpose. 5 TOTAL POINT VALUE 9 Indicator Five: Gauging Student Success The course includes a variety of assessments and a grading method that support and provides ample opportunity for all learning styles to successfully achieve the stated learning objectives. 5.1 Each assessment includes clear directions and, when appropriate, examples of quality work. CCSNH edesign Rubric Page 4 of 6 15 April 015

5 5. A rubric is provided for each assessment, when appropriate. 5. A policy for late work, revising and resubmitting work is stated. 5.4 Student Grades are available in the Blackboard Grade Center and accessible to the learner. TOTAL POINT VALUE 9 Indicator Six: Navigation Navigation refers to the way the course is organized and how the student experiences the learning environment. Effective and intuitive navigation enables a student to easily locate and access content and participate in learning. 6.1 The course navigation is orderly, logical and clear. If the college requests a common course design template, it is being used by the instructor. 6. The content buttons and areas are named to accurately describe the content within. 6. The course menu includes direct links to commonly used/essential classroom tools. For example, the course menu includes a My Grades and Discussion Board button. 6.4 (REQUIRED) All links in the course work Folders are used to divide content into modules, chapters, units or weekly learning experiences. The folder structure is orderly, logical and intuitive. 6.6 File and folder names are consistent throughout the course. 6.7 Dates are included within folder names to promote organization (example: Module 1 = Sept. 5-1, 015). TOTAL POINT VALUE 19 CCSNH edesign Rubric Page 5 of 6 15 April 015

6 edesign Total Score Please use the edesign table below to complete the process Congratulations! Your course meets the standards of high quality course design and is ready to be made available to students Well Done! Your course meets expectations, although some improvement is suggested before being made available to students. Below 80 Thank you for submitting your course. Based on current research, your course design needs improvement. It is not recommended that the course not be made available to students until the course design meets higher quality standards with a score of 80 or above. For resources to improve your course design, see the resources in the edesign Blackboard site. Please feel free to resubmit your course to the edesign Wizard after you make improvements. If you need additional support, feel welcome to contact the System Distance Learning Office or your campus experts. The edesign Rubric was created through FIPSE funding and the contributions of: Paul Ambrose, MBA, CAGS Director, Distance Learning, CCSNH Jeannette Campos, MA Online Instructional Consultant, CCSNH Dr. Lisa Hayward-Wyzik Associate Vice President of Academic Affairs, RVCC Jennifer Marcolongo, BA Online Instructional Consultant, CCSNH Sharon Sabol, MA, CAGS Project Director, Distance Education, CCSNH CCSNH edesign Rubric Page 6 of 6 15 April 015