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Instructional
Design Principles
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√
R
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Indicator
Quality Standards
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WebCT
Effectively Integrated Into Course
Design (WebCT Tool)
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Rating:
3=Exemplary
2=Acceptable
1=Needs
Revision
0=NA
Evidence
for rating:
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Curriculum
and Learner Analysis
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Design
reflects analysis of learner
characteristics and curriculum content
needs.
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Educational
prerequisites are listed
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Entry-level
knowledge/skills are described
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Prerequisite
technology skills are clearly
articulated (i.e., readiness to
participate in an online course)
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Approximate
hours needed to complete course
are evident in course design.
(Usually 120-135 hrs for a 3 SH
course.)
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Rationale
for course is clearly stated.
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Instructional
objectives meet the requirements
of the program(s) in which
course is offered.
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Course
includes an online orientation
to the software |
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Syllabus
Orientation
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Rating:
3 2 1 0
Evidence:
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Syllabus
(See Institutional Directive 8.2 for
more information)
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Syllabus
contains the following:
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Description
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Textbook(s)
and materials
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Calendar
of events and due dates
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Instructor
contact information
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Grading
plan/assessment strategies
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Attendance
procedures/policies
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Virtual/actual
office hours |
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Syllabus
Calendar
Mail
My
Grades
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Rating:
3 2 1 0
Evidence:
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Learning
Plan Components
Learning
activities apply to one or more of the
Principles of Good Practice (AAHE,
1987). Develops reciprocity and
cooperation among students
(collaborative learning); uses active
learning techniques; emphasizes time on
task; communicates high expectations;
respects diverse talents and ways of
learning.
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Goals
and Objectives
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Competencies
and performance
standards/outcomes are clearly
defined (i.e., objectives
include measurable criteria)
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Course
expectations are high and are
clearly defined
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Course
content and assignments are
linked to unit objectives |
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Syllabus
Content
Module
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Rating:
3 2 1 0
Evidence:
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| Course
assignments are interactive and involve
the student in the learning experience |
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Group/team
assignments are employed, when
effective
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Threaded
discussions or formal chats are
linked to assignments
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Appropriate
library/Web research activities
are linked to assignments
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Students
are encouraged to ask questions
electronically of instructor
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Other
appropriate active learning
activities such as student
presentations are employed in
assignments |
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Assignments
Bulletin
Board
Chats
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Rating:
3 2 1 0
Evidence:
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| Integration
of materials |
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Acquisition
of content knowledge is
strengthened by appropriate
integration of learning
resources such as textbook,
videotapes, PowerPoint session
guides or summaries, and Web
links
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Integration
instructions are clear and match
resource(s). (For tapes
correlated page numbers in text,
study guide, or unit match tape
segments) |
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Content
Module
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Rating:
3 2 1 0
Evidence:
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Learning
styles are addressed
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Course
uses multimedia when
appropriate:
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Streaming
audio
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Taped
or CD/ROM video
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Interactive
quizzes
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Simulations
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Audio
PowerPoint
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Visual
aids/diagrams are employed
effectively |
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Interactive
applets are used when applicable |
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CD-Rom
Images
Link
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Rating:
3 2 1 0
Evidence:
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Integration
of Technology Components
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WebCT
management tools are effectively
integrated into course design
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Navigation
is clear and easy to follow
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Consistent
layout design orients users
throughout the site
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Graphic
elements & color serve an
instructional purpose
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Font
type, size, and color are
readable and consistent
throughout the site |
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All
WebCT tools are effectively utilized
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Rating:
3 2 1 0
Evidence:
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Communications
Elements
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Student
to Student
Student
to Instructor
Instructor
to Student
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Course
activities encourage using
public "discussion
boards"
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Assignments
and activities early in the
course and throughout the course
show expectation for ongoing
communications
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Learners
are encouraged to communicate
via private email (mail) for
personal issues |
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Discussions
Chat
Whiteboard
Syllabus
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Rating:
3 2 1 0
Evidence:
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| Interactive
calendar with benchmarks |
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Instructor
uses the WebCT internal calendar
to provide benchmarks for
discussions, evaluations, and
unit completion |
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Calendar
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Rating:
3 2 1 0
Evidence:
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Evaluation
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Course
evaluation is linked to objectives and
addresses multiple ways of assessing
students
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Learners
have non-graded opportunities to
practice skills periodically
during the course
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Assessments
are designed to address higher
order thinking skills
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Course
has clear grading criteria based
on a variety of activities and
individual student learning
styles
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Evaluation
of student online participation
is described (i.e., grading
these activities encourages
participation) |
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Quiz
Discussion
My
Grades
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Rating:
3 2 1 0
Evidence:
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Feedback
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Instructor
Feedback
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Instructor
provides timely feedback and
responds, if at all possible, to
email within twenty-four to
forty-eight hours, when college
is in session. |
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Mail
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Rating:
3 2 1 0
Evidence:
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Interaction
among students
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Instructor
facilitates communication
electronically through required
discussions, chat or email |
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Discussions
Chat
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Rating:
3 2 1 0
Evidence:
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| Student
Online Evaluations |
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Course
contains an online course
evaluation to provide student
feedback and opportunities for
course improvement based on
student information |
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Evaluation
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Rating:
3 2 1 0
Evidence:
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