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This template is for planning your online course design before it goes into Blackboard. As you progress through each course in the program, more and more of this template will be completed. You’ll be ready for the final “QM Preparation” course when you get there. The structure, guidelines, and questions posed here follow the recommendations, requirements, and scholarship provided to this program by respected internal and external sources (see Appendix for acknowledgements and reference list).
Course components are described and guidelines for them are numbered below. Fill in the information for each component below it in the blank space. If the information is too big to type or copy it in there, you can provide a link to the file with the filename in the space. For the final assessment in “Basic Online Course Design,” due at the end of the first course, you’ll be filling in 1. component information marked in gray below. This is what you should already have from completing worksheets, discussions, and other activities in the course. And, 2. information you have from the Master Syllabus for your course** Throughout each course in the eProfessor program, you’ll fill in more of the template. In addition, you’ll be getting other tools for developing specific areas of your online course that combine certain components, such as a guideline for planning the “Learning Modules” for your course design with Activities, Materials, and Assessment components defined here. And a final word on approaching online course design: “design with learning, as opposed to teaching in mind” and “design using someone else’ mind” to help you create an experience and environment from the student’s perspective (Smith, 2008).
ONLINE COURSE COMPONENTS
**Information that must come from the Master Syllabus on file for the course Information you can add from activities completed in “Basic Course Design”.
I. Course Information Title of the course and Number** Course Description** Perquisites** Knowledge or skills students must have to succeed in the course. What knowledge or skills you expect them to have when they come in. What they should do if they don’t have these.1
o o Information from the “Big Picture” activity goes here and can partially fill this in. Information from discussions & materials on knowing who your students are, what kinds of pre-tests or background knowledge probes to use Course diagram may also apply here, to explain where things are. You’ll complete this section, in full, later in the eProfessor program.
How the course is organized2
1 QM Standard 1.5, 1.6 2 QM Standard 1.1, 1.2
Information from the “Big Picture” activity goes here.7 6 QM Standard 1. fill in course information here: II.2 4 QM Standard 5. chat options. Purpose of the Course/Course Rationale3 Why the course exists How it fits into the “Big Picture” of a larger program or set of learning goals For whom it was designed How it will benefit the students You can use your course diagram here. to organize content of the course by the way you placed it in your course diagram. the way you organize it. with an explanation of it to students. and assessment o You’ll complete this section later in the eProfessor program. III. Communication policy. Instructor Information Name** Office address and phone** Email address** Office hours. Content** Could be topics.3 5 QM Standard 1. but will work on articulating it throughout the program. add to it.Approaches to teaching. learning. Letter to the Student and Introductions5 A welcome letter Appropriate self-introduction available online Students asked to introduce themselves some way6 V. policy for appointments. etc. themes While content MUST include that on the Master Syllabus.8 2 . preferred method of contact4 IV. and describe it may be written to suit your course design Look to your course diagram as a reference here. too. concepts. 3 QM Standard 1.
ideally and long-term from the experience students have in the course. o This is what students are supposed to be able to do as a result of learning each module or unit of the course. o They should describe learning outcomes that are measurable and consistent with course-level outcomes (i. general statements about what you would like to see achieved. outcome-oriented statements. it is appropriate to “pilot” student learning outcomes for discussion with colleagues on appropriate revisions o The focus is on what STUDENTS will be able to do out there in the o world as a result of learning in here in your class They should suggest an assessment in the active verbs chosen to begin the statement These must be measureable7.3 3 . not higher on Bloom’s taxonomy than the course-level SLOs are)10 7 8 9 QM Standard 2. Look to your course diagram as a reference here. These are broad.QEP Cohort Working Draft Fall 2011 VI. you can reference the SLO you drafted in the Module 2 activity and the sources for standards. Module or Unit Level Outcomes. too. to explain what you believe the core take-away and lasting value is VII. 1-5 at the course level8 They should be written from the students perspective Use Bloom’s taxonomy to ensure that they are appropriate for the level of the course9 o o o For a start. VIII. Student Learning Outcomes (SLOs)** for the course While these MUST be those listed on the Master Syllabus. you may also suit it to your course design. Check if you’re not sure. you may also add outcomes to this list If your syllabus has not been revised in some time. Course Goal** While a course goal is included on the Master Syllabus.e. Sometimes called “Course Objectives” These may or may not be required by your department to follow the Master Syllabus.1 QM Standard 2.5 QM Standard 2.
Instructional Strategies and Learning Activities What kind of instructional strategies and learning activities will be used in the class? Activities should “align” with promote achievement of stated learning outcomes through practice. “align” with and contribute to the achievement of stated course and module learning outcomes.e.Some courses may or may not have unit level outcomes that build upon each other or that are different in each module. taped lectures.1 QM Standard 5. chunking materials. and/or ongoing assessments11 What kinds of opportunities for interaction will be used to support active learning?12 You can reference the practice activity you drafted in the Module 2 activity on “Integrated Course Design” and develop that document so that you have instructional strategies that align with each SLO. It does depend upon the course and the discipline.13 o They should be varied to provide different ways of learning and o o o o o experiencing knowledge (i.2 QM Standard 5. chapters. group activities. visually or with written explanation17 Completion dates (possibly also suggested dates to begin the readings or an estimate for how long it should take to complete them) 10 11 12 13 14 15 16 17 QM Standard 2.5 QM Standard 4. journals.1 QM Standard 4. X.6 4 . video) They all need to be appropriately cited14 Materials should be current15 They should present a variety of perspectives on the content16 The distinction between required and optional materials is clearly made. publisher’s material.4 QM Standard 4. IX. Instructional Materials and Resources** What do students have to “know” in order to achieve the learning outcomes? (from “integrated course design” worksheet) While the textbook on the Master Syllabus must be listed. mind/concept maps.2 QM Standard 4. outlines. feedback. additional instructional materials are required in the online environment Explain how readings.3 QM Standard 4. articles. Check with colleagues if you’re not sure.
1 QM Standard 3. and assessments in order o 18 19 20 21 QM Standard 3. activities. presentations. assessed. This is a schedule that clearly maps out when outcomes and topics or themes are introduced. discussed and completed or due. outcomes. readings. but keep scheduling a priority for students Communicate an appropriate pace for working through the course (Smith. have due dates the same day each week (Smith. explaining expected participation. Keeps topics. o They should provide multiple options to demonstrate mastery (i.3 5 . learned. Assessment of Student Learning** Assessments and grading policy on the Master Syllabus may be required by the department. For instance. assessment instruments should not be assessing at the “synthesis” level if the student work being assessed is at the “comprehension” level)20 o Rubrics should contain specific and descriptive criteria for evaluating students’ work.21 What will students to along the way to show you they’re progressing or have achieved the learning outcomes? (from “integrated course design” worksheet) XII.5 QM Standard 3. portfolios) o What “formative” and “summative” strategies for monitoring and measuring student learning and performance will suit your course design? o Have you explained how they are supposed to turn their assignments in or use the online assessment/assignment tools? o At what points can students have opportunities to measure their own learning progress. web design. and how that’s tied to the course grading policy. the Calendar may also be stipulated on the Master Syllabus.QEP Cohort Working Draft Fall 2011 XI. Check if you’re not sure. Explain how assessments are consistent with and “align” with selected learning activities and with course and module/unit SLOs18. and appropriate to student work being assessed (i. Check if you’re not sure. group projects. varied. o o Develop the schedule and stick to it. 2008). 2008).4 QM Standard 3. provide feedback to one another or get feedback from you on performance before being evaluated?19 o Assessment instruments should be sequenced. Course Calendar or Timeline Depending upon the discipline and department requirements.e.e.
4 QM Standard 3.4 QM Standard 1. including encouraging students to discuss any special learning needs? o Guidance on how to obtain accessible technologies and accommodation26 o Etiquette expectations (netiquette) for discussions.2 QM Standard 7. Do you have proctored exams?24 o Disability policies and services25. how it will be used in the course to achieve the SLOs Explain the expectations for student engagement and requirements for student interaction22 o o o Discussion board rubrics for grading student engagement Examples of “good” and “not-acceptable” discussion board postings Study groups. Discussion Board & Online Community Explanation of what the discussion board is. personal connection with students Explain how student engagement and online community will be addressed? (you may have a starting idea of how to address this from the final discussion in Module 3.XIII. How to succeed in this course and the purpose of course elements What do you clearly state to students about how to meet the student 22 23 24 25 26 27 QM Standard 5.3 6 . email. project groups. and other forms of communication are stated clearly27 o What to do if a disaster or unforeseen technical event occurs? o What kinds of upload files you’ll accept and why? o What is your policy on plagiarism or academic dishonesty? Do you have a statement affirming the need for members to respect diversity? XV.1 QM Standard 1.2 QM Standard 8. but it. Other Course Policies Any course or institutional policies with which the student is expected to comply clearly stated or linked to current policies23 o Do you require an online orientation or “Online Ready”? o Attendance policy. too. will be completed as you progress) XIV. chat rooms. Under what conditions would you drop a student or suggest they withdraw? o Grading policy.
breaking down with pages and headings Has the course been reviewed for readability and minimal 7 . special workshops.2 QM Standard 6.2 QM Standard 7. Technology and Online Course Navigation What tools and media are required for students in this course? (you may have some ideas about the technology you’d like to use for active learning from the discussion in Module 3. academic advisors. media. and URLs been checked to make sure they’re current?34 Explain how they support the course learning outcomes?35 o How do the course tools and media support student engagement Describe the flow. Can students navigate to all components of a module from one page in the course? (i. career services.5 QM Standard 6. but this area will also be developed as you go along) o Have they been tested for ready access by students?33 o Have the tools. student life. CCSS.QEP Cohort Working Draft Fall 2011 learning outcomes for the course?28 Clearly explain the purpose and how the course materials are supposed to be used for the learning activities29 Clearly explain or link to something that describes technical support offered and how students can access it30 Clearly explain or link to an explanation of how open labs. testing. tutoring. and navigation groupings that get students where they need to be.3 QM Standard 7. confidential advisors. etc) can help students succeed and how they can access them32 XVI. design.e. all navigation pertaining to Module 1 will originate from a single page so they’re not searching around the course to complete things?) Use of screen structure and website layout features. other academic services and library resources can help students succeed in the course and how students can access the services31 Clearly explain or link to an explanation of how DCC’s student support services (i.3 Course components have been thought out and planned on paper first.1 QM Standard 7.1 QM Standard 6. transfer advising.4 QM Standard 4.4 QM Standard 6.4 QM Standard 6.37 o and guide the student to become an active learner?36 o o o 28 29 30 31 32 33 34 35 36 37 QM Standard 2.e.
4 QM Standard 8.e. etc. animations.Describe how the course accommodates the use of assistive technologies?39 o What kinds of equivalent alternatives to auditory and visual content have been chosen?40 distractions? (i. colors.)38 38 39 40 QM Standard 8.3 QM Standard 8.2 8 . font sizes.
Available at: http?//www. M. San Francisco: Jossey-Bass. Accessed 8/8/11 www. Grunert. (2002). Originally licensed under a Creative Commons Attribution 3. D. & McGuire. (2008). M. van Duzer. Conquering the content. Research and Theory for College and University Teachers.. J. ERIC Digest #e618. Technology and teaching.. Millis.html Smith.csuchio. J. (2003). VA: Council for Exceptional Children. Boston: Houghton Mifflin. Teaching college students with learning disabilities. The course syllabus: A learning centered approach. (pp.ericec. E. M. 9 . Scott.). Shaw.org/digests/e618.QEP Cohort Working Draft Fall 2011 Content Acknowledgements Recommendations from DCC faculty who have taught online and/or completed the QEP/TVC program Master syllabus format and design by DCC facultly involved in the Title III Grant objectives Outcome-Oriented Syllabus standards developed through Title III Quality Matters Rubric (2011) References Fink. B. Teaching Tips: Strategies.. 204-223). J.0.. & Cohen. & Kaplan. Rubric for online instruction by California State University. San Francisco: Jossey-Bass. Arlington. O’Brien. J. S. (2001). (2008). S. San Francisco: Jossey-Bass. In W.edu/celt/roi Zhu.. R. Creating significant learning experiences. MCKeachie (Ed.