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 announcement Syllabus Catalogue information Course ID Semester hours Prerequisites Instructor information Course description Relationship to conceptual framework Specific course objectives/expected learner outcomes Course materials (including purchasing information for online and distance learners) Course schedule/course organization Knowledge base and glossary Instructional strategies Methods of assessment Grading policy (fitting for online and distance learning environment) Disabilities statement Learner analysis survey A preparation activity (testing email, homepage, test discussion forums, etc) Clear set of instructor expectations Plagiarism statement Grading rubric Netiquette/Protocols for Conducting online forum discussion Online chats Email List of required software applications User support Atomic Learning Writing Center Disability Services Expected turnaround times for instructor responses Preparation for online learning Clear set of instructor expectations for student responses or performance E.g. All online students must use campus student email and MyCourses system Late penalties policy Assignment submission procedures Contingencies plan (Describes what the students should do if the university server/network is down) Complete faculty and staff information Title Full name Email address Office location Office hours Photograph
Category 2 Content/Course organization A clear structure of course content A clear timeline for the learning process (e.g. due dates for each assignment) Colors are used with consideration for readability and printing on B&W printers Allocate sufficient time for course preparation A clear structure of course content Module/Unit/Week/Chapter/Lesson-based? Content organized in an easy to follow/navigate manner Readable fonts are used throughout Use legend of icons and colors consistently Category 3 Active Learning Design (At least 3 of the following activities that promote active learning) Topic choices Role playing Problem-solving Online discussion/interaction tied to a portion of the grade Asynchronous Synchronous Email File sharing Case study Journal writing Group work Critical thinking (At least 5 of the activities from the left column that promote active learning)
Category 4 Learning Assessment (At least 2 of the following) A practice quiz familiarizing students with online assessment procedures Assessment for each learning unit in the form of: Quiz(zes) Survey Online discussion Case study Project Group work paper (At least 4 of the items in the left column) Category 5 Communication and Collaboration Communication method used in the class, such as Announcement Forums Email Teleconference On campus meeting
Category 6 Class Management Provide MyCourses orientation as an online tutorial or provide manuals Require that all students use standard web applications that TWU offers such as web mail, MyCourses, and etc. Require students to login to MyCourses on a very frequent basis Set Netiquette/Protocols for asynchronous and synchronous communications Encourage asynchronous and communications Establish groups Building a grade book Select a balance of student-centered and instructor centered activities Provide instructions on using forums, assignments dropbox, etcs Organize course materials in proper folders Category 7 Course Evaluation Summative evaluation (e.g. class assessment survey at the end of the term) Formative evaluation (e.g. a survey directly after a learning unit or module)0 Category 8 Online Resources, Legal and Ethical use Online Resource: Academic resources (e.g. stable links to database articles) Professional Websites Legal and Ethical Use: Links to legal documents (e.g. Freedom of Information and Privacy Protection Act) Academic Integrity Ethical and legal expectations clearly stated for student work
Category 9 Optimized Use of Multi-Media and Graphics Multi-media materials support learning goals Materials are optimized for web delivery: Larger PowerPoint, video and audio files are compressed Graphics photographs use web resolution standards Files are maintained in a consistent way Materials are integral to the learning goal Source: http://tltc.findlay.edu/onlinesupport/guidelines/category1.htm