0

[OSCQR 3.0]

Course title: LINC-9000,9200-O02-XL-2020 Wtr

Number of credits:

Course Description:

Who developed the course? Current instructor

What is the intended length of this course? Full semester

How many semesters has this course been

offered?

Is this course part of a cohort or sequence?

Does this course require any on-campus

activities?

Are there any particular areas of the course

that you would like additional feedback on?

Is there any additional information you would

like to share with the review team?
0
QR 3.0]

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before beginning a course review.
This profile will provide contextual
information about the course being
reviewed.

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array of choices for many of the
fields.
 [OSCQR 3.0

Estimated time needed for revision:

1. COURSE OVERVIEW AND INFORMATION

1 Course includes Welcome and Getting Started content.
An orientation or overview is provided for the course overall, as well as in each
2
module. Students know how to navigate and what tasks are due.
Course includes a Course Information area that deconstructs the syllabus for
3
learners in a clear and navigable way.
4 A printable syllabus is available to learners (PDF, HTML).
Course includes links to relevant campus policies on plagiarism, computer use,
5
student grievances, accommodating disabilities, etc.
Course provides access to campus and Open SUNY resources (technical help,
6
orientation, tutoring).
Course information states whether the course is fully online, blended, or web-
7
enhanced.
Appropriate methods and devices for accessing and participating in the course
8 are communicated (mobile, publisher websites, secure content, pop-ups,
browser issue, microphone, webcam).
Course objectives/outcomes are clearly defined, measurable, and aligned to
9
student learning activities and assessments.

10 Course provides contact information for instructor, department, and program.

2. COURSE TECHNOLOGY & TOOLS

Requisite skills for using technology tools (websites, software, and hardware)
11
are clearly stated and supported with resources.

Technical skills required for participation in course learning activities scaffold in

12
a timely manner (orientation, practice, and application - where appropriate).

Frequently used technology tools are easily accessed. Any tools not being
13
utilized are removed from the course menu.
14 Course includes links to privacy policies for technology tools.
15 Any technology tools meet accessibility standards.

3. DESIGN AND LAYOUT

A logical, consistent, and uncluttered layout is established. The course is easy
16 to navigate (consistent color scheme and icon layout, related content organized
together, self-evident titles).
Large blocks of information are divided into manageable sections with ample
17
white space around and between the blocks.
There is enough contrast between text and background for the content to be
18
easily viewed.
19 Instructions are provided and well written.
20 Course is free of grammatical and spelling errors.
 Text is formatted with titles, headings, and other styles to enhance readability
21
and improve the structure of the document.
22 Flashing and blinking text are avoided.
23 A sans-serif font with a standard size of at least 12 pt is used.
24 When possible, information is displayed in a linear format instead of as a table.
25 Tables are accompanied by a title and summary description.
26 Table header rows and columns are assigned.
27 Slideshows use a predefined slide layout and include unique slide titles.
28 For all slideshows, there are simple, non-automatic transitions between slides.

4. CONTENT AND ACTIVITIES

Course offers access to a variety of engaging resources that facilitate
29 communication and collaboration, deliver content, and support student learning
and engagement.
Course provides activities for students to develop higher-order thinking and
30
problem-solving skills, such as critical reflection and analysis.

Course provides activities that emulate real world applications of the discipline,
31
such as experiential learning, case studies, and problem-based activities.

Where available, Open Educational Resources, free, or low cost materials are
32
used.
Course materials and resources include copyright and licensing status, clearly
33
stating permission to share where applicable.
Text content is available in an easily accessed format, preferably HTML. All text
34 content is readable by assistive technology, including a PDF or any text
contained in an image.
A text equivalent for every non-text element is provided ("alt" tags, captions,
35
transcripts, etc.).

Text, graphics, and images are understandable when viewed without color. Text
36
should be used as a primary method for delivering information.

Hyperlink text is descriptive and makes sense when out of context (avoid using
37
"click here").

5. INTERACTION
Expectations for timely and regular feedback from the instructor are clearly
38
stated (questions, email, assignments).
Expectations for interaction are clearly stated (netiquette, grade weighting,
39
models/examples, and timing and frequency of contributions).
40 Students have an opportunity to get to know the instructor.
Course contains resources or activities intended to build a sense of class
community, support open communication, and establish trust (at least one of the
41
following - Ice-breaker, Bulletin Board, Meet Your Classmates, Ask a Question
discussion forums).
Course offers opportunities for student to student interaction and constructive
42
collaboration.
 Students are encouraged to share resources and inject knowledge from diverse
43
sources of information in their course interactions.

6. ASSESSMENT AND FEEDBACK

Course grading policies, including consequences of late submissions, are
44
clearly stated in the course information area or syllabus.
Course includes frequent and appropriate methods to assess students’ mastery
45
of content.
Criteria for the assessment of a graded assignment are clearly articulated
46
(rubrics, exemplary work).
Students have opportunities to review their performance and assess their own
47 learning throughout the course (pre-tests, automated self-tests, reflective
assignments, etc.).

Students are informed when a timed response is required. Proper lead time is
48
provided to ensure there is an opportunity to prepare an accommodation.

49 Students have easy access to a well designed and up-to-date gradebook.

Students have multiple opportunities to provide descriptive feedback on course

50
design, course content, course experience, and ease of online technology.

OVERALL NARRATI
[OSCQR 3.0]
Sufficiently Moderate
Minor Revision Major Revision Not Applicable
Present Revision Action Plan
1/2 hour or less 1/2-2 hours 2+ hours

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OVERALL NARRATIVE
 [OSC
0
Estimated time needed for revision:

1. COURSE OVERVIEW AND INFORMATION

1 Course includes Welcome and Getting Started content.
An orientation or overview is provided for the course overall, as well as in each
2
module. Students know how to navigate and what tasks are due.
Course includes a Course Information area that deconstructs the syllabus for
3
learners in a clear and navigable way.
4 A printable syllabus is available to learners (PDF, HTML).
Course includes links to relevant campus policies on plagiarism, computer use,
5
student grievances, accommodating disabilities, etc.
Course provides access to campus and Open SUNY resources (technical help,
6
orientation, tutoring).
Course information states whether the course is fully online, blended, or web-
7
enhanced.
Appropriate methods and devices for accessing and participating in the course
8 are communicated (mobile, publisher websites, secure content, pop-ups,
browser issue, microphone, webcam).
Course objectives/outcomes are clearly defined, measurable, and aligned to
9
student learning activities and assessments.

10 Course provides contact information for instructor, department, and program.

2. COURSE TECHNOLOGY & TOOLS

Requisite skills for using technology tools (websites, software, and hardware)
11
are clearly stated and supported with resources.

Technical skills required for participation in course learning activities scaffold in

12
a timely manner (orientation, practice, and application - where appropriate).

Frequently used technology tools are easily accessed. Any tools not being
13
utilized are removed from the course menu.
14 Course includes links to privacy policies for technology tools.
15 Any technology tools meet accessibility standards.

3. DESIGN AND LAYOUT

A logical, consistent, and uncluttered layout is established. The course is easy
16 to navigate (consistent color scheme and icon layout, related content organized
together, self-evident titles).
Large blocks of information are divided into manageable sections with ample
17
white space around and between the blocks.
There is enough contrast between text and background for the content to be
18
easily viewed.
19 Instructions are provided and well written.
20 Course is free of grammatical and spelling errors.
 Text is formatted with titles, headings, and other styles to enhance readability
21
and improve the structure of the document.
22 Flashing and blinking text are avoided.
23 A sans-serif font with a standard size of at least 12 pt is used.
24 When possible, information is displayed in a linear format instead of as a table.
25 Tables are accompanied by a title and summary description.
26 Table header rows and columns are assigned.
27 Slideshows use a predefined slide layout and include unique slide titles.
28 For all slideshows, there are simple, non-automatic transitions between slides.

4. CONTENT AND ACTIVITIES

Course offers access to a variety of engaging resources that facilitate
29 communication and collaboration, deliver content, and support student learning
and engagement.
Course provides activities for students to develop higher-order thinking and
30
problem-solving skills, such as critical reflection and analysis.

Course provides activities that emulate real world applications of the discipline,
31
such as experiential learning, case studies, and problem-based activities.

Where available, Open Educational Resources, free, or low cost materials are
32
used.
Course materials and resources include copyright and licensing status, clearly
33
stating permission to share where applicable.
Text content is available in an easily accessed format, preferably HTML. All text
34 content is readable by assistive technology, including a PDF or any text
contained in an image.
A text equivalent for every non-text element is provided ("alt" tags, captions,
35
transcripts, etc.).

Text, graphics, and images are understandable when viewed without color. Text
36
should be used as a primary method for delivering information.

Hyperlink text is descriptive and makes sense when out of context (avoid using
37
"click here").

5. INTERACTION
Expectations for timely and regular feedback from the instructor are clearly
38
stated (questions, email, assignments).
Expectations for interaction are clearly stated (netiquette, grade weighting,
39
models/examples, and timing and frequency of contributions).
40 Students have an opportunity to get to know the instructor.
Course contains resources or activities intended to build a sense of class
community, support open communication, and establish trust (at least one of the
41
following - Ice-breaker, Bulletin Board, Meet Your Classmates, Ask a Question
discussion forums).
Course offers opportunities for student to student interaction and constructive
42
collaboration.
 Students are encouraged to share resources and inject knowledge from diverse
43
sources of information in their course interactions.

6. ASSESSMENT AND FEEDBACK

Course grading policies, including consequences of late submissions, are
44
clearly stated in the course information area or syllabus.
Course includes frequent and appropriate methods to assess students’ mastery
45
of content.
Criteria for the assessment of a graded assignment are clearly articulated
46
(rubrics, exemplary work).
Students have opportunities to review their performance and assess their own
47 learning throughout the course (pre-tests, automated self-tests, reflective
assignments, etc.).

Students are informed when a timed response is required. Proper lead time is
48
provided to ensure there is an opportunity to prepare an accommodation.

49 Students have easy access to a well designed and up-to-date gradebook.

Students have multiple opportunities to provide descriptive feedback on course

50
design, course content, course experience, and ease of online technology.

OVERAL
 [OSCQR 3.0]
Sufficiently Moderate
Minor Revision Major Revision Not Applicable
Present Revision

0 1/2 hour or less 1/2-2 hours 2+ hours 0

OVERALL NARRATIVE
Action Plan 00 0
0 0

Need ideas?
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 [OSC
0
Estimated time needed for revision:

1. COURSE OVERVIEW AND INFORMATION

1 Course includes Welcome and Getting Started content.
An orientation or overview is provided for the course overall, as well as in each
2
module. Students know how to navigate and what tasks are due.
Course includes a Course Information area that deconstructs the syllabus for
3
learners in a clear and navigable way.
4 A printable syllabus is available to learners (PDF, HTML).
Course includes links to relevant campus policies on plagiarism, computer use,
5
student grievances, accommodating disabilities, etc.
Course provides access to campus and Open SUNY resources (technical help,
6
orientation, tutoring).
Course information states whether the course is fully online, blended, or web-
7
enhanced.
Appropriate methods and devices for accessing and participating in the course
8 are communicated (mobile, publisher websites, secure content, pop-ups,
browser issue, microphone, webcam).
Course objectives/outcomes are clearly defined, measurable, and aligned to
9
student learning activities and assessments.

10 Course provides contact information for instructor, department, and program.

2. COURSE TECHNOLOGY & TOOLS

Requisite skills for using technology tools (websites, software, and hardware)
11
are clearly stated and supported with resources.

Technical skills required for participation in course learning activities scaffold in

12
a timely manner (orientation, practice, and application - where appropriate).

Frequently used technology tools are easily accessed. Any tools not being
13
utilized are removed from the course menu.
14 Course includes links to privacy policies for technology tools.
15 Any technology tools meet accessibility standards.

3. DESIGN AND LAYOUT

A logical, consistent, and uncluttered layout is established. The course is easy
16 to navigate (consistent color scheme and icon layout, related content organized
together, self-evident titles).
Large blocks of information are divided into manageable sections with ample
17
white space around and between the blocks.
There is enough contrast between text and background for the content to be
18
easily viewed.
19 Instructions are provided and well written.
20 Course is free of grammatical and spelling errors.
 Text is formatted with titles, headings, and other styles to enhance readability
21
and improve the structure of the document.
22 Flashing and blinking text are avoided.
23 A sans-serif font with a standard size of at least 12 pt is used.
24 When possible, information is displayed in a linear format instead of as a table.
25 Tables are accompanied by a title and summary description.
26 Table header rows and columns are assigned.
27 Slideshows use a predefined slide layout and include unique slide titles.
28 For all slideshows, there are simple, non-automatic transitions between slides.

4. CONTENT AND ACTIVITIES

Course offers access to a variety of engaging resources that facilitate
29 communication and collaboration, deliver content, and support student learning
and engagement.
Course provides activities for students to develop higher-order thinking and
30
problem-solving skills, such as critical reflection and analysis.

Course provides activities that emulate real world applications of the discipline,
31
such as experiential learning, case studies, and problem-based activities.

Where available, Open Educational Resources, free, or low cost materials are
32
used.
Course materials and resources include copyright and licensing status, clearly
33
stating permission to share where applicable.
Text content is available in an easily accessed format, preferably HTML. All text
34 content is readable by assistive technology, including a PDF or any text
contained in an image.
A text equivalent for every non-text element is provided ("alt" tags, captions,
35
transcripts, etc.).
Text, graphics, and images are understandable when viewed without color. Text
36
should be used as a primary method for delivering information.
Hyperlink text is descriptive and makes sense when out of context (avoid using
37
"click here").

5. INTERACTION
Expectations for timely and regular feedback from the instructor are clearly
38
stated (questions, email, assignments).
Expectations for interaction are clearly stated (netiquette, grade weighting,
39
models/examples, and timing and frequency of contributions).
40 Students have an opportunity to get to know the instructor.
Course contains resources or activities intended to build a sense of class
community, support open communication, and establish trust (at least one of the
41
following - Ice-breaker, Bulletin Board, Meet Your Classmates, Ask a Question
discussion forums).
Course offers opportunities for student to student interaction and constructive
42
collaboration.
 Students are encouraged to share resources and inject knowledge from diverse
43
sources of information in their course interactions.

6. ASSESSMENT AND FEEDBACK

Course grading policies, including consequences of late submissions, are
44
clearly stated in the course information area or syllabus.
Course includes frequent and appropriate methods to assess students’ mastery
45
of content.
Criteria for the assessment of a graded assignment are clearly articulated
46
(rubrics, exemplary work).
Students have opportunities to review their performance and assess their own
47 learning throughout the course (pre-tests, automated self-tests, reflective
assignments, etc.).

Students are informed when a timed response is required. Proper lead time is
48
provided to ensure there is an opportunity to prepare an accommodation.

49 Students have easy access to a well designed and up-to-date gradebook.

Students have multiple opportunities to provide descriptive feedback on course

50
design, course content, course experience, and ease of online technology.

OVERAL

Awesome course! The instructions are very clear and easy to follow. Weekly videos support the learning process and ha
to build the online community and connect students with the IAs. Course activities and resources are level appropriatre.
is an effective course with great learning opportunities for LOC students.
 [OSCQR 3.0]
Sufficiently Moderate
Minor Revision Major Revision Not Applicable
Present Revision

0 1/2 hour or less 1/2-2 hours 2+ hours 0

X
X

X
X
X

X
X

X
X
X

X
 X

OVERALL NARRATIVE

e learning process and have clear expectations for each week. I really liked the Get to Know Your Instructional Assistants listening practice
es are level appropriatre. I noticed that students complete practice activities for productive skills and PBLA comes two weeks later. Overall,
Action Plan 00 0
0 0

Need ideas?
Need ideas?

Need ideas?
Need ideas?
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Need ideas?
Need ideas?
Need ideas?
Need ideas?
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Need ideas?
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Need ideas?

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Need ideas?

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Need ideas?
Need ideas?

Need ideas?

Need ideas?
 Need ideas?

Need ideas?

Need ideas?

Need ideas?

Need ideas?

Need ideas?

Need ideas?

Need ideas?

y liked the Get to Know Your Instructional Assistants listening practice that allows
tivities for productive skills and PBLA comes two weeks later. Overall, I believe it
 [OSCQR 3.0]

Number 0

1. COURSE OVERVIEW AND INFORMATION

1 Course includes Welcome and Getting Started content.

An orientation or overview is provided for the course overall, as well as in each

1
module. Students know how to navigate and what tasks are due.

Course includes a Course Information area that deconstructs the syllabus for
1
learners in a clear and navigable way.

1 A printable syllabus is available to learners (PDF, HTML).

Course includes links to relevant campus policies on plagiarism, computer

1
use, student grievances, accommodating disabilities, etc.

1 Course provides access to campus and Open SUNY resources (technical

1
help, orientation, tutoring).
1

Course information states whether the course is fully online, blended, or web-
1
enhanced.

Appropriate methods and devices for accessing and participating in the course
1 are communicated (mobile, publisher websites, secure content, pop-ups,
browser issue, microphone, webcam).

Course objectives/outcomes are clearly defined, measurable, and aligned to

1
student learning activities and assessments.

1 Course provides contact information for instructor, department, and program.

2. COURSE TECHNOLOGY & TOOLS

Requisite skills for using technology tools (websites, software, and hardware)
2
are clearly stated and supported with resources.

Technical skills required for participation in course learning activities scaffold in

2
a timely manner (orientation, practice, and application - where appropriate).
 Frequently used technology tools are easily accessed. Any tools not being
2
utilized are removed from the course menu.

2 Course includes links to privacy policies for technology tools.

2 Any technology tools meet accessibility standards.

3. DESIGN AND LAYOUT

A logical, consistent, and uncluttered layout is established. The course is easy
3 to navigate (consistent color scheme and icon layout, related content
organized together, self-evident titles).

Large blocks of information are divided into manageable sections with ample
3
white space around and between the blocks.

There is enough contrast between text and background for the content to be
3
easily viewed.
 3 Instructions are provided and well written.

3 Course is free of grammatical and spelling errors.

Text is formatted with titles, headings, and other styles to enhance readability
3
and improve the structure of the document.

3 Flashing and blinking text are avoided.

3

3 A sans-serif font with a standard size of at least 12 pt is used.

3 When possible, information is displayed in a linear format instead of as a table.

3 Tables are accompanied by a title and summary description.

 3 Table header rows and columns are assigned.

3 Slideshows use a predefined slide layout and include unique slide titles.

3 For all slideshows, there are simple, non-automatic transitions between slides.

4. CONTENT AND ACTIVITIES

Course offers access to a variety of engaging resources that facilitate
4 communication and collaboration, deliver content, and support student
learning and engagement.
Course provides activities for students to develop higher-order thinking and
4
problem-solving skills, such as critical reflection and analysis.
Course provides activities that emulate real world applications of the discipline,
4
such as experiential learning, case studies, and problem-based activities.
Where available, Open Educational Resources, free, or low cost materials are
4
used.
Course materials and resources include copyright and licensing status, clearly
4
4 stating permission to share where applicable.
Text content is available in an easily accessed format, preferably HTML. All
4 text content is readable by assistive technology, including a PDF or any text
contained in an image.
A text equivalent for every non-text element is provided ("alt" tags, captions,
4
transcripts, etc.).
Text, graphics, and images are understandable when viewed without color.
4
Text should be used as a primary method for delivering information.
Hyperlink text is descriptive and makes sense when out of context (avoid using
4
"click here").
 0 0

5. INTERACTION
Expectations for timely and regular feedback from the instructor are clearly
5
stated (questions, email, assignments).

Expectations for interaction are clearly stated (netiquette, grade weighting,

5
models/examples, and timing and frequency of contributions).

5 Students have an opportunity to get to know the instructor.

5 community, support open communication, and establish trust (at least one of
5
the following - Ice-breaker, Bulletin Board, Meet Your Classmates, Ask a

Course offers opportunities for student to student interaction and constructive

5
collaboration.

Students are encouraged to share resources and inject knowledge from

5
diverse sources of information in their course interactions.
6. ASSESSMENT AND FEEDBACK
Course grading policies, including consequences of late submissions, are
6
clearly stated in the course information area or syllabus.
Course includes frequent and appropriate methods to assess students’
6
mastery of content.
Criteria for the assessment of a graded assignment are clearly articulated
6
(rubrics, exemplary work).
Students have opportunities to review their performance and assess their own
6 learning throughout the course (pre-tests, automated self-tests, reflective
6 assignments, etc.).
Students are informed when a timed response is required. Proper lead time is
6
provided to ensure there is an opportunity to prepare an accommodation.

6 Students have easy access to a well designed and up-to-date gradebook.

Students have multiple opportunities to provide descriptive feedback on course

6
design, course content, course experience, and ease of online technology.

7. MOBILE STANDARDS
M Hyperlinks are provided for embedded content.

M The course avoids the use of tables and multiple levels of indents.

M Text is not placed to the left or right of images.

M When specifying width, percentages are used instead of pixels.

M The course is tested on multiple mobile devices.

M
 M

Any apps that are required for students are available on both Android and iOS
M
mobile platorms.

Efforts are made to minimize the use of content that does not work on mobile
M
devices (such as Flash and Java).

M When file attachments are necessary, PDF is used as much as possible.

M Content is divided into small, manageble chunks.

0 TIME TO FIX
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OVERALL NARRATIVE
Awesome course! The instructions are very clear and easy to follow. Weekly videos support the learning pro
expectations for each week. I really liked the Get to Know Your Instructional Assistants listening practice that
online community and connect students with the IAs. Course activities and resources are level appropriatre.
complete practice activities for productive skills and PBLA comes two weeks later. Overall, I believe it is an e
great learning opportunities for LOC students.
Time To Fix OPEN SUNY 0 0

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eos support the learning process and have clear
stants listening practice that allows to build the
rces are level appropriatre. I noticed that students
r. Overall, I believe it is an effective course with