|
|
Total Points |
100 |
0 |
|
Standard |
No. |
Rubric |
Total Points |
Awarded Points |
Exp1 |
Course
Overview
&
Introduction |
1.1 |
Instructions make clear how to get started and where to find
various course components.
e.g.
|
3 |
|
|
1.2 |
A statement introduces the student to the purpose of the course
and to its components; in the case of a hybrid course, the
statement clarifies the relationship between the face-to-face
and online components.
|
3 |
|
|
1.3 |
Etiquette expectations (sometimes called “netiquette” for online
discussions, email, and other forms of communication are stated
clearly. e.g.,
|
1 |
|
|
1.4 |
The self-introduction by the instructor is appropriate and
available online. |
1 |
|
|
1.5 |
Students are asked to introduce themselves to the class at the
opening of the semester as part of the orientation activities
or in the first module or section. e.g.;
-
in a
discussion forum
-
in a blog
-
in a wiki
Students t
may use eportfolio or social network site locations for other
students to learn more about them |
1 |
|
|
1.6 |
Minimum student preparation, and, if applicable, prerequisite
knowledge in the discipline are clearly stated. |
1 |
|
|
1.7 |
Minimum technical skills expected of the student are clearly
stated. |
1 |
|
|
Learning Objectives |
2.1 |
The course learning objectives describe outcomes that are
measurable. |
3 |
|
|
2.2 |
The module/unit learning objectives describe outcomes that are
measurable and consistent with the course-level objectives.
|
3 |
|
|
2.3 |
All learning objectives are stated clearly and written from the
students' perspective. |
3 |
|
|
2.4 |
Instructions to students on how to meet the learning objectives
are adequate and stated clearly. |
3 |
|
|
2.5 |
The learning objectives are appropriately designed for the level
of the course. |
2 |
|
|
Assessment & Measurement |
3.1 |
The types of assessments selected measure the stated learning
objectives and are consistent with course activities and
resources. |
3 |
|
|
3.2 |
The course grading policy is stated clearly. |
3 |
|
|
3.3 |
Specific and descriptive criteria are provided for the
evaluation of students’ work and participation. |
3 |
|
|
3.4 |
The assessment instruments selected are sequenced, varied, and
appropriate to the content being assessed. |
2 |
|
|
3.5 |
“Self-check” or practice assignments are provided, with timely
feedback to students |
2 |
|
|
Resources & Materials |
4.1 |
The instructional materials contribute to the achievement of the
stated course and module/unit learning objectives. |
3 |
|
|
4.2 |
The relationship between the instructional materials and the
learning activities is clearly explained to the student.
|
3 |
|
|
4.3 |
The instructional materials have sufficient breadth, depth, and
currency for the student to learn the subject. |
2 |
|
|
4.4 |
All resources and materials used in the course are appropriately
cited. |
1 |
|
|
Learner Engagement |
5.1 |
The learning activities promote the achievement of the stated
learning objectives. |
3 |
|
|
5.2 |
Learning activities foster instructor-student, content-student,
and if appropriate to the course, student-student interaction. |
3 |
|
|
5.3 |
Clear standards are set for instructor responsiveness and
availability (turn-around time for email, grade posting, etc.)
|
2 |
|
|
5.4 |
The requirements for student interaction are clearly
articulated. |
2 |
|
|
Course Technology |
6.1 |
The tools and media support the learning objectives, and are
appropriately chosen to deliver the content of the course. |
3 |
|
|
6.2 |
The tools and media support student engagement and guide the
student to become an active learner. |
3 |
|
|
6.3 |
Navigation throughout the online components of the course is
logical, consistent, and efficient. |
3 |
|
|
6.4 |
Students have ready access to the technologies required in the
course. |
2 |
|
|
6.5 |
The course components are compatible with best practices for
delivery modes. |
1 |
|
|
6.6 |
Instructions on how to access resources at a distance are
sufficient and easy to understand. |
1 |
|
|
6.7 |
The course design takes adequate advantage of available tools
and media. |
1 |
|
|
Learner Support |
7.1 |
The course instructions articulate or link to clear description
of the technical support offered. |
2 |
|
|
7.2 |
Course instructions articulate or link to an explanation of how
the institution’s academic support system can assist the student
in effectively using the resources provided. |
2 |
|
|
7.3 |
Course instructions articulate or link to an explanation of how
the institution’s student support services can help students
reach their educational goals. |
2 |
|
|
7.4 |
Course instructions answer basic questions related to research,
writing, technology, etc., or link to tutorials or other
resources that provide the information. |
2 |
|
|
Accessibility |
8.1 |
The course incorporates ADA standards and reflect conformance
with institutional policy regarding accessibility in online and
hybrid courses. |
3 |
|
|
8.2 |
Course pages and course materials provide equivalent
alternatives to auditory and visual content. |
2 |
|
|
8.3 |
Course pages have links that are self-describing and meaningful.
|
2 |
|
|
8.4 |
The course ensures screen readability. |
1 |
|
|
Blended / Hybrid Design |
9.1 |
Integration of Online with In-class components that is clear and
seamless |
2 |
|
|
9.2 |
Lack of unnecessary redundancy |
2 |
|
|
9.3 |
Total workload is manageable for Instructor |
2 |
|
|
9.4 |
Total workload is manageable for Students |
2 |
|
|
Course Assessment |
10.1 |
Students are given the opportunity to provide course feedback to
the instructor through survey or other methods on the
effectiveness of the course design, the learning activities,
discussions, interaction, etc. |
5 |
|
|
|
|
|
|
|
|
|
|
Total |
100 |
0 |
|