Objectives

Principle: Course learning objectives are stated in a manner that is clear and measurable.

1. Clearly stated objectives let students know what is expected of them.
2. Clearly stated objectives guide the instructor’s choice of assessments and learning activities.
3. Objectives are matched to content module or activity.

1. Objectives are written at the appropriate level of Bloom’s or other recognized taxonomies and are clearly measurable (ABCD).
2. Activities, lessons, and assessments are tied to the stated objectives.
3. Objectives for each module or activity are stated in that activity or module.

Content

Principle: Content is designed and logically structured to allow students to meet the course objectives in an appropriate amount of time.

a. Content is organized logically.

b. Consideration is given for the time required for online learning.

1. Modules are sequenced appropriately, and content is presented in appropriate units of time for online delivery.
2. Course Expectations page specifies amount of time required to complete the course as well as other course requirements and expectations.

Principle: Learning activities are designed to encourage higher order thinking skills and to provide students with skills, knowledge, and abilities necessary to meet the course objetives.

Principle: Course content provides valuable external resources.

1. External resources are reasonable in number and enhance content.
2. Resources are validated and updated as necessary.
   

1. Links are clearly identified as required or supplemental.
2. Links work and are valid sites for the instruction.

Principle: Content is enhanced by appropriate media.

1. Media is used to support a specific objective.
2. Use of media takes student support into account.

1. Images, sounds, video, etc., add meaning to the content and are not distracters.
2. Plug-ins and players are free with appropriate links and,  (if it’s an issue) band width requirements are stated.

Principle: Content is clearly copyright compliant.

1. Sources and permission to use are cited for all  necessary materials.

1. Course has an About This Course page (or another mechanism for citing sources and contributing support).

Interaction and Feedback

Principle: Course design provides for Learning Communities

1. Course assignments encourage collaboration.
2. Appropriate use is made of communication tools.
3. Expectations for student participation are clearly stated.

1. Some assignments and activities require group work.
2. Some assignments and activities make use of the bulletin board, course email, and/or chat. (or other communication tool).
3. Participation guidelines (rubric) are stated to include response times for emails, discussions, etc. Individual and group responsibilities are clearly explained.

Principle:  Course design provides for frequent feedback to students.

1. Instructors respond in a timely manner to student assignments, questions and requests.
2. The instructors have communicated to students an expected time frame for feedback.
3. .

1. Email and bulletin board postings and assignments receive a response within stated parameters.
2. Faculty provides both acknowledgement and instructional feedback
3. Course expectation page includes time response frame.
4. Deadlines for assignments are clearly stated

Technology

Principle:Technology is used to facilitate delivery of pedagogically sound courses

a. Instructor applies appropriate instructional design principles in selecting media for course.

1. Media enhances and reinforce content.
2. Media engages the student.

Principle: Technology is selected with consideration of ease of use and user accessibility.

1. Section 508 compliance is met. (level 1).
2. Browser requirements, plug-ins, computer settings, and band width are clearly stated with identified links to upgrade.

1. Tables, images, multi-media include text identification, explanations, and print versions.
2. Read This First type page includes all necessary information for optimal viewing and use of media.

Student Support

Principle: Student support is provided throughout the course.

1. a. Students are oriented to specifics of the online course.
2. Orientation and support are available.
3. Students have access to technical support and tutorials.
4. Students have access to electronic resources.

1. Students have a Read First type page with information about the course.
2. Online or face to face WebCT orientation is provided by OEDD.
3. FAQ’s, telephone and email support information is included in Read This First.
4. Direct link to library resources is included.

Assessments and Evaluations

Principle: Assessments are aligned to course objectives and activities.

1. Assessments are designed to test course objectives.
2. Assessments take into consideration different learning styles.
3. Assessments are on the appropriate level of Bloom’s taxonomy.

1. Learning outcomes and assessments for course modules are aligned. Questions or activities clearly match objectives.
2. Assessments may include traditional exams, self-test, collaborative projects, and application activities.
3. Assessments clearly reflect the appropriate level of Bloom’s taxonomy for the course content.

Principle: Rubrics and evaluation criteria are available to students.

1. Evaluation criteria are clearly stated.
2. Rubrics or other specific criteria used for subjective evaluation are available to students
3. Examples of expected outcomes are provided for subjectively graded material.

1. Evaluation criteria are included in the syllabus and within each module as appropriate.
2. Rubrics to be used for evaluation are available to students at the outset.
3. Examples of exemplary work expected is available for students

1. Assessment of student learning outcomes.
2. Assessment of student satisfaction.

1. Successful completion of course material and passing grades on exams.(comparable to traditional courses)
2. Surveys are in place to measure student satisfaction.