Online Course Design and Development Fall 2020 Goals and Rubric

The following rubric includes the six Online Course Design and Development Goals approved by the Faculty Senate and Council of
Chairs and Directors at MSU Denver in Summer 2020 in preparation for teaching courses online in Fall 2020 due to the COVID-19
pandemic. Each faculty member at the university is responsible for meeting the following goals in every course they teach online for
Fall 2020.

Any category that is not marked as ​Satisfactory​ will need to be addressed and resolved by the instructor in order to meet these
goals for the Fall 2020 semester.

Satisfactory Needs Improvement Unsatisfactory

1. Structural The following items are enabled on Any​ of the following items are Any​ of the following items are
Consistency the course navigation menu in the disabled from student view in the disabled from student view in
LMS: LMS: the LMS:

● Home page ● Home page ● Home page

● Announcements ● Announcements ● Announcements
● Syllabus ● Syllabus ● Syllabus
● Modules ● Modules ● Modules
● Grades ● Grades ● Grades
● People ● People ● People
● Report an Accessibility ● Report an Accessibility Issue ● Report an Accessibility
Issue ● Yuja Issue
● Yuja ● Yuja
Any​ of the following items are
The following items are disabled on enabled on the course navigation Any​ of the following items are
the course navigation menu: menu, but the instructor has still enabled on the course
included discussions, assignments, navigation menu, and the
● Assignments and quizzes inside of the instructor did not include
● Discussions corresponding modules. discussions, modules and
● Pages quizzes inside of the
 ● Files
● Outcomes
● Quizzes
● Collaborations
The Home page of the course is set
to show the 5 most recent
announcements in a course and
recent course activity. Course
content, including assignments,
quizzes, and discussions are added
to modules.
2. Educational The instructor uses the tools built in
Consistency to the LMS to create assessments
(e.g. Assignments, Quizzes, and
Discussion tools).
All other third party resources
(including videos, links to articles,
documents) used in the course ​are
accessible and integrated into the
LMS, or students can find the
information they need to access the
third party resource through the
LMS.
3. Feedback The instructor outlines a
● Assignments
● Discussions
● Pages
● Files
● Outcomes
● Quizzes
● Collaborations
The Home page of the course is set
to show the 5 most recent
announcements in a course and
recent course activity. Course
content, including assignments,
quizzes, and discussions are added
to modules.
The instructor uses the tools built in
to the LMS to create assessments
(e.g. Assignments, Quizzes, and
Discussion tools).
Third party resources used in the
course ​are not​ accessible or
integrated into the LMS, or students
are not able to find the information
they need to access the third party
resource through the LMS.
The instructor outlines a
corresponding modules.
● Assignments
● Discussions
● Pages
● Files
● Outcomes
● Quizzes
● Collaborations
The Home page of the course
is ​NOT​ set to show the 5 most
recent announcements in a
course and recent course
activity. Course content,
including assignments,
quizzes, and discussions are
NOT​ added to modules.
The instructor ​does not use
the tools built in to the LMS to
create assessments (e.g.
Assignments, Quizzes,
Discussions).
Third party resources used in
the course ​are not​ accessible
or integrated into the LMS, or
students may not be able to
find the information they need
to access the third party
resource through the LMS.
The instructor ​does not
 and communication and grading policy
Instructor which includes information
Presence regarding how grades will be
provided, assessment criteria,
grading scales, and where students
can find rubrics, if applicable.
The instructor ​clearly states ​when
students can expect to receive
feedback for submissions.
The instructor ​uses a mix ​of
announcements, video introduction,
and module overviews to enhance
instructor presence.
4. Alignment The instructor ​aligns course level
between outcomes with module or unit
Outcomes, level outcomes.​ The module or
Activities, unit level outcomes ​support​ the
and overarching course level objectives.
Assessment
s The learning outcomes address
varying​ levels of Bloom’s
taxonomy.
communication and grading policy
which includes ​at least half ​of the
information regarding how grades
will be provided, assessment
criteria, grading scales, and rubrics
if applicable.
The instructor ​clearly states​ what
type of feedback will be provided to
students and when students can
expect to receive feedback for
submissions.
The instructor ​uses a mix​ of
announcements, video
introductions, and module
overviews to enhance instructor
presence.
The instructor has included course
level outcomes in the course, but
does not have​ module or unit level
outcomes.
The learning outcomes address
varying​ levels of Bloom’s
taxonomy, but may lean more
toward lower level or higher levels.
include​ a communication and
grading policy, or the policies
cover ​less than half​ of the
information regarding how
grades will be provided,
assessment criteria, grading
scales, and rubrics if
applicable.
The instructor ​does not
clearly state ​what type of
feedback will be provided to
students and when students
can expect to receive
feedback for submissions.
The instructor ​does not use a
mix ​of announcements, video
introductions, and module
overviews to enhance
instructor presence.
The instructor ​does not
include ​any learning
outcomes for the course.
The learning outcomes do not
address ​varying​ levels of
Bloom’s taxonomy. They
address either lower levels or
higher levels.
 All​ assessments in the course
assess students’ achievement ​of
the stated learning outcomes.
All​ learning activities in the course
support​ students in achieving the
stated objectives/outcomes and
completing the assessments.
5. Accessibility All​ text, images, media,
and documents, third party apps,
Engagement resources, or tools are accessible
by Anyone or offer alternative formats.
The instructor has included
accessibility statements for all
technical tools used in the course.
6. Effective and The instructor uses ​all​ of the
Intentional following effective and intentional
Educational educational methods in their online
Methods course:
1. The instructor presents
All​ assessments in the course
assess students’ achievement ​of
the stated learning outcomes.
Most​ learning activities in the
course ​support​ students in
achieving the stated
objectives/outcomes and
completing the assessments.
A few items ​such as text, images,
media, documents, third party apps,
resources, or tools are not
accessible or are not offered
alternative formats.
The instructor has included
accessibility statements for all
technical tools used in the course
The instructor uses ​4 out of 5 ​of the
following effective and intentional
educational methods in their online
course:
1. The instructor presents
No or few​ assessments in the
course ​assess students’
achievement ​of the stated
learning outcomes.
No or few ​learning activities
in the course ​support
students in achieving the
stated objectives/outcomes
and completing the
assessments.
Many items​ such as text,
images, media, documents,
third party apps, resources, or
tools are not accessible or are
not offered alternative
formats.
The instructor ​has not
included accessibility
statements for all ​technical
tools used in the course
The instructor uses ​3 or
fewer​ of the following
effective and intentional
educational methods in their
online course:
 resources and includes
“primers” with each
resource.
2. The instructor includes
formative and summative
assessments in the course.
3. The types of assessments
in the course vary.
4. The instructor provides
opportunities for students to
engage with each other.
5. The instructor uses
scaffolded assessments so
that students can receive
feedback on their work and
improve their mastery of the
course content.
resources and includes
“primers” with each
resource.
2. The instructor includes
formative and summative
assessments in the course.
3. The types of assessments in
the course vary.
4. The instructor provides
opportunities for students to
engage with each other.
5. The instructor uses
scaffolded assessments so
that students can receive
feedback on their work and
improve their mastery of the
course content.
1. The instructor
presents resources
and includes “primers”
with each resource.
2. The instructor includes
formative and
summative
assessments in the
course.
3. The types of
assessments in the
course vary.
4. The instructor
provides opportunities
for students to engage
with each other.
5. The instructor uses
scaffolded
assessments so that
students can receive
feedback on their work
and improve their
mastery of the course
content.