the skill may not extend past an educational context). Course Construction: Course content, outcomes, practice and are consistent. Course contains at least three of the four elements; some consistency may be implied. Course contains all four elements; consistency is generally indicated. Course content, outcomes, practice and assessment are consistent with each and clearly linked together. Course content, outcomes, practice and assessment are consistent; the relationship among them is clearly indicated; outcomes may be linked to institutional outcomes or target standards in the field (when applicable). Course materials are presented to accommodate multiple learning styles. Presentation of materials uses primarily one methodology (e.g. Presentation of materials uses more than one method (e.g. print, visual, experiential, etc.). Applications to real-life situations may be presented. Course materials are presented in a variety of ways, and students are able to select methods to suit abilities and preferences. Applications to real-life situations are presented; student tasks sometimes require application. Course uses powerful visuals and well-organized print; direct, vicarious, and virtual experiences; and tasks requiring applications to real-life situations. Presentation of content fosters opportunities. Course requires students to read materials and respond to instructor's posted questions. Material is chunked [divided, organized] into appropriate sections for learning audience; includes basic recall exercises and practice. Material is appropriately chunked, interspersed with activities that require both recall and some application (e.g. identifying examples, deriving examples, practice applications) Material is appropriately chunked with frequent required practices and learning strategies that involve both recall and application. Course design includes the necessary components of successful instruction at the Lessons/modules have an organized format and include some basic events: e.g. objectives, information, assessment. However, Course design includes most elements in many lessons. Some elements, such as motivational techniques, or practice, Course design includes most or all elements in most or all lessons. Each element is mostly complete. Course design includes, for each lesson: motivational techniques objectives
module/lesson level. numerous critical events are missing. may not be as complete as necessary overview demonstration or information practice or exploration with feedback a summary/transfer assessment Course instructions and definitions are clear. Course contains a list of prerequisite skills and learning objectives (usually in the syllabus). Course contains a list of prerequisite skills, a description of each activity, grading criteria and a general description of course requirements. Course contains a list of the prerequisite skills and knowledge, expectations of each activity, the expected level of participation and time commitment, and specific instructions on how to proceed and learn the material. In addition to overall expectations and directions, each activity, assignment, exercise, etc. clearly indicates what students need to do, how they should submit results, any special instructions, etc. Course Interaction: Course interaction requirements are clearly stated. Course requirements state that students are required to interact. Course requirements state that students are required to interact within a designated timeframe. Course requirements state that students are required to interact within a designated timeframe, how the interaction will take place (what tools will be used for the interaction) Course requirements clearly state that students are required to interact with each other and with the instructor, a designated timeframe for the interaction is stated, directions for how to participate in the interaction, standards for the quality or expectations of the interaction are set, and the outcomes of those interactions are noted (will the student receive points for the interaction) A variety of opportunities are designed for interaction between instructor-student. Course is designed so that students are encouraged to ask questions and the instructor to respond Course is designed so students are required answer questions about or apply what was learned for the most important learning objectives. The Course is designed so students are required to answer questions about or apply what was learned for all learning objectives. The method of interaction varies Course is designed so students are required to answer questions about or apply what was learned for all learning objectives. Multiple methods of interaction are available for the most important learning objectives.
outcomes, activities and technologies. outcomes/ competencies stated in the course. but do not correlate well with learning activities. for those competencies stated in course outcomes, to reinforce the learning activities and but do not address the available technologies. stated in course outcomes, to reinforce the learning activities and are considerate of the available technologies. Assessment of student learning is timely, appropriate and responsive to the needs of the individual learner. Assessment of student learning is established but is given at times that do not support student learning (extended periods have passed between learning activities and assessments). Assessment of student learning is established and is progressing toward timely assessments but is not supportive to the needs of diverse learners (assessments are given in one format) Assessment of student learning is established and is given in a time-period that supports student learning. Assessments are designed with student population in mind (assessments may be developed to support the special needs of individual learners). Assessment of student learning is established and is given in a that supports the student’s learning (soon after learning activities have taken place). Assessments are designed so that they are appropriate and responsive to the needs of the individual learner, (i.e. alternative measures may be taken for students with special needs, assessments are designed to reflect the student population and that meet the needs of diverse learning styles). Assessment of student achievement is conducted by comparing student performance to the intended learning outcomes. Assessment of student achievement is implemented but is a lack of reflection on the intended learning outcomes. Assessment of student achievement is implemented and there is some comparison to stated learning outcomes but still lacks an appropriate connection between the student’s performance and the stated learning outcomes. Assessment of student achievement is implemented and there is a correlation between the student’s performance and the stated learning outcomes. Assessment of student achievement is implemented and the student’s performance demonstrates cohesiveness between the stated learning outcomes and the given assessment. Policies and procedures ensure the integrity of the student's work. Policies and procedures are in place in the course site but are vague and not easily located. Policies and procedures are in place in the course site, are easily located, but lack clarity. Policies and procedures are in place in the course site, are easily located, and provide clarity to the reader Policies and procedures are in place in the course site, are easily located, provide clarity to the reader regarding their responsibility, and reflect the institution's policies to
requirements are accurately and clearly stated. online course with necessary technology to be successful. handout) indicate the student technology requirements in a broad sense. printed) indicate the minimum student requirements for technology and offer assistance with technology questions (FAQ, counselor, helpdesk). requirements and assistance to include orientation and testing of the student’s technology either from a distance or through workshops. Also, included is a contingency plan in case the technology fails either the student or the faculty. “What if” scenarios are spelled out for the student, so that there are no surprises. Course Resources: Course resources are accessible to the learners (all downloads are identified and made available to student). Course resources are part of the learning in a static manner with none identified or made available to the student. Course resources are accessible to the learner in a limited manner, with some downloads not available to dial-up modems due to their complex structure. Course resources are accessible to the learner with the majority of the downloads available to modems. Some capacity exists to these in the resource center (library) on CD-ROMs. Course resources are accessible with all of the downloads identified and made available to the student. This includes active download, CD-ROM, library loan, bookstore availability, and use of special software and hardware to make them available to physically challenged students. Course resources are in accordance with the Americans with Disabilities Act. Course resources have not been tested to be in compliance with ADA. Course resources have been tested against a limited level of text-based or voice-command software for visually impaired or hearing impaired students. Course resources have been tested against and voice-command software and discrepancies identified and fixes implemented to correct for most of these. Course resources are in accordance with the ADA and are fully accessible to all students. Instructions are available on the site instructing those with disabilities on how to access all course resources. Preparation and/or adoption of textbooks and instructional materials have input from appropriately qualified people. There is very little coordination in the selection of instructional materials and textbooks. There are guidelines and procedures in place for selecting and adopting textbooks and instructional materials. are guidelines and procedures that are used and reviewed by appropriately qualified people. These include instructors and faculty that teach online. There are guidelines and procedures that are reviewed by appropriately qualified people on a regular basis. The online and distance education faculty have a strong role in selecting these materials. There
is a plan for choosing alternate texts as required. Reading level of instructional materials is identified. There is no process for identifying the reading level of the instructional materials. College materials that are made available by the various publishing houses are at higher education reading levels. College materials are identified as appropriate for the student audience at a specific reading level. These are identified in the course syllabus or handout. College materials are analyzed for appropriate reading levels. Students with ADA related issues are directed to resources that are appropriate for them. Students with learning issues as identified in ASSET/COMPASS or other assessment instruments are counseled appropriately before enrolling in online courses. Course Maintenance: The learning design is evaluated regularly for effectiveness: both student and instruction components. No evaluation of the learning design exists except perhaps at the onset of the online course development. The learning design is evaluated for effectiveness from the perspective of the faculty member prior to delivery of the first iteration of the course. The learning design is evaluated for effectiveness from both student and instruction perspectives prior to and including the first iteration of the course. The learning design is evaluated on a regular basis for effectiveness from both student and instruction perspectives. The results of this evaluation are tied to a continuous review and improvement of the course. These reviews are part of the documentation of the course. Plan is in place for continual review and improvement of course. No plan is in place. Review is at the faculty discretion with improvement provided on an as needed basis. A overview and checklist is in place. Review occurs initially with the first iteration of the course, and is left with the faculty to correct for the next iteration of the course. Students provide evaluations of the course which may be reviewed with the faculty member and their supervisor. A written plan is in place and the course is reviewed on an annual or longer basis with some requirement to implement the changes that have been identified, A written plan is in place for review of the course on a regular basis with the focus on continual improvement. This could be a instrument or checklist that a faculty member would use to identify issues with the course. Students would provide feedback with course evaluations and survey instruments. Normally, the course would undergo greater review during its first iteration online. A peer review process might be in
place to assist faculty with issues that arise in the course. Course Development and Support: Faculty have been provided with appropriate training and technical support. Faculty do not have access to any informal or formal training opportunities or technical support. Training opportunities are informal and consist of peer-to-peer assistance and observations with no additional technical support. Faculty are provided both informal and formal training opportunities and technical support. Faculty have access to some formal Online Teaching Certification program and technical support is provided at all levels of course development. Faculty have access to appropriate technical infrastructure. Faculty access to technical infrastructure is limited to certain computer laboratories on campus. Faculty have access to infrastructure and have a computer at their campus office only. Faculty have access to infrastructure and have a computer at campus office only, and restrictive access to infrastructure from home. Faculty have access to appropriate technical infrastructure both at the office and at home. Qualified instructional designers have an appropriate role in course development. No instructional designer input is available during course development. Faculty have limited access to an instructional designer during course development, mainly as a review process when course development is completed. Faculty have access to instructional designer during all phases of course development. Faculty have consistent access to instructional designer during all phases of course development and implementation.