-
Online Faculty Development and Assessment
Contents Present Program
...................................................................................................................
2
Sample Online Faculty Competency Model
.............................................................................
3
Proficiency Levels and Behavior Indicators for Online Faculty
Competencies ..................... 4
Sample Online Faculty Development Curriculum
....................................................................
9
Distance Learning Course Assessment - Continual Quality
Improvement ............................ 11
Peer Review
...................................................................................................................
11
Student Review
..............................................................................................................
11
Instructor Review and Follow-up
Report.........................................................................
11
Performance-Based Competency Assessment for Online Faculty
.......................................... 12
APPENDIX: FORMS, WORKSHEETS, AND REFERENCE
.......................................................................................
18
SAMPLE - NEW COURSE FEASABILITY QUESTIONAIRRE
..........................................................................
19
Sample Memorandum of Agreement
..........................................................................................................
20
Sample Development of Electronically Delivered
Course......................................................................
20
Sample Online Course Assessment Form- Administrative
...................................................................
21
Sample Checklist for Instructional Requirements
...................................................................................
24
Sample Peer Review
..........................................................................................................................................
25
Sample Curriculum, Instruction and Student Assessment
...................................................................
25
Sample Student Review and Evaluation Rubric for Student Feedback
............................................... 27
Continuous Improvement Guide For Electronic Learning
.....................................................................
29
The Evaluation of Exemplary Online
Courses...........................................................................................
32
Faculty Training Needs Survey
......................................................................................................................
35
Sample BlackBoard Basics Course from UT
...............................................................................................
36
The Five Pillars of Quality Online Education
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37
Websites
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379
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Present Program
Delgado’s present Online Faculty Development Program includes,
but is not limited to the following courses, workshops, special
presentations, and resources. As we grow into an
exemplary distance learning college, these workshops will build
upon one another into a
cohesive, progressive creation of online course instruction.
Blackboard Basics – 3 hours
Adding items
Adding folders
Adding external links
Adding learning units
Converting to .rtf
Enrolling students
Making course available
Pedagogy – 30 hours (semester long course)
Best practices in teaching online – 2 hours
Brief presentation by experienced
faculty
Valuable feedback and input by
participants
Content Course – 1 hour
Name/description
Adding files
Adding learning units
Converting .rtf and .pdf
Adding assignments
Adding external links
Gradebook management – 1 hour
Creating Community – 1 hour
Making Material Friendly – 1 hour
Converting .pdf., rtf., .ppt
Testing – 1 hour
Creating a test
Tools and Options – 1 hour
Adding announcements
Choosing and using entry points
Making courses available
Adding tasks
Adding staff information
Managing discussion boards
Sending email
Using the digital drop box
Collaboration Session – 1 hour
Discussion Board – 1 hour
Forums
Managing discussions
Designing user settings
Managing threads
Grading discussion boards
Trouble-shooting, Problem-solving, and Creative Course
Development – 2
hours
Other Resources
MERLOT website and 1-on-1 mentoring by
experienced faculty www.merlot.org
UT website
www.utexas.edu/world/lecture for course designs, syllabi,
etc.
Convocation workshops
Open lab with consultants
“Mock” Blackboard sites for exploration
http://www.merlot.org/http://www.utexas.edu/world/lecture
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Sample Online Faculty Competency Model
LCTCS guidelines require 45 hours of faculty development in
online learning. Those guidelines echo the generally accepted
technical education competencies required for exemplary
distance
learning. Furthermore, the skills, knowledge, and attributes
within each domain fall into one of 4
levels of progressively deeper competency development that
should, in a manner agreed upon by the specific institution, be
considered in any exemplary Online Faculty Development Program.
The following competency model was adapted from several sources,
including Delgado’s technical training program, LCTCS, and Dooley
and Lindner (2001).
Domain 1 – Technical Competency
Basic Computer Usage
Email Usage
Web Browser Usage
Desktop Application Usage
Specialized Distance Learning Technical
Skills
Course Management System (Blackboard) Usage
Institutional Design Requirements
Domain 2 – Application of Learning
Theory and Pedagogy
Instructional Design and Pedagogy Skills
Learning Styles Knowledge
Learning Theory Knowledge
Student Learning Outcome Application
Domain 3 – Communication and Behavioral Skills
Modeling Diversity Awareness
Learning Assessment Application
Feedback Delivery Skills
Enthusiasm Transfer Ability
Collaboration/Teamwork Skills
Facilitation and Group Process Skills
Domain 4 – Professional Skills
Content Knowledge
Administrative Knowledge
ADA Familiarity
Legal and Ethical Responsibility
Continual Learning and Personal
Development Attribute
Collaboration/Contribution to Online
Program Attribute
The table that follows outlines these competencies by levels of
proficiency and the particular behaviors
that would indicate proficiency at each level. This can be used
to build anew or to compare with current learning outcomes in an
Online Faculty Development Program.
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Proficiency Levels and Behavior Indicators for Online Faculty
Competencies
Domain 1: Technical Competency
The instructor appropriately uses the features, capabilities,
and environment in the available course management
system(s) to deliver a distance learning course in his/her
discipline of expertise. This includes competence in the
following:
Basic Computer Usage – Prerequisite
Identify the operating system of the computer being used to
access the Internet course
Define terms such as mouse, drag, open, select, choose,
double-click, download, upload, send, etc.
Save, copy and find files/folders on floppy and hard drives
Explain the difference between a server, network and a local
drive
Use the Task Manager to switch between open applications and to
end a task
Navigate between two or more applications without closing and
re-opening (multitasking) Minimize/maximize Windows
Email Usage – Prerequisite
Send, open, reply to, and forward a message
Enter a message subject
Send an attachment
Open and/or save an attachment
Add and find a contact
Manage archive email (emptying “deleted” and “sent” files,
saving email to file, etc.)
List particular dos and don’ts of email etiquette
Web Browser Usage – Prerequisite
Go to specific URL
Print a page
Follow a hypertext link
Conduct a basic search using a search engine
Download and install plug-ins
Define and explain the purpose of cookies (other than for
snacks)
Identify recommended precautions against viruses, spyware,
etc.
Desktop Application Usage – Prerequisite
Open a new file
Open an existing file
Save a file
Rename a file (Save As)
Cut, paste, format text
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Domain 1: Technical Competency
The instructor appropriately uses the features, capabilities,
and environment in the available course management system(s) to
deliver a distance learning course in his/her discipline of
expertise. This includes competence in the
following:
Print a document
Basic Blackboard Usage – Level 1
enroll students to a course
add a syllabus and other handouts to the site
add links to external websites to the site
add an announcement to the site
post grades through Blackboard
create an assessment with the test feature
create an assignment with the assignment feature
post and respond to items on a discussion board
indicate standard set for faculty feedback turnaround to
students (24-28 hours or less as recommended
by LCTCS guidelines)
Blackboard Instructional Knowledge – Level 1
explain how to log onto Blackboard
explain how to navigate a course site
explain how to post assignments
explain how to post and respond to an item on the discussion
board
Adherence to DCC’s Distance Learning Policies and Standards –
Level 1
create syllabus that complies with established department
guidelines (i.e. follows master syllabus and includes course
description, SLO/LA, course objectives, textbook, calendar
etc.)
use features to design an opening page that complies with
established department guidelines (i.e.
follows color scheme, navigation protocol, etc. and still
expresses individual identity)
use the course calendar to list events and assignments that are
designed for ease of learning and that
correlate with course objectives
place a structured yet flexible test schedule in the appropriate
spot
list the planning activities required for testing, sites, and
proctors (i.e., site notification; communication
of location, time and contacts to students; appointment and
advising of and necessary training for proctors)
insert appropriate links for student services such as
registration, counseling, financial aid, SGA, bookstore, etc.
insert appropriate links to other learning resources such as
information web sites, required software,
content-specific sites, tutorials, DCC learning resources
design an appropriate color scheme for optical ease
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Domain 1: Technical Competency
The instructor appropriately uses the features, capabilities,
and environment in the available course management system(s) to
deliver a distance learning course in his/her discipline of
expertise. This includes competence in the
following:
insert graphics in appropriate spots that are generally
appealing to most humans
identify Delgado’s internal and other external Blackboard
resources and support available to faculty and
students
explain why, how, and what kinds of files should be stored
outside of Blackboard
explain Delgado’s requirements and procedure for requesting and
creating a Blackboard site
give examples of what responsibilities are in and outside the
scope of Delgado IT technical support for
Blackboard
Specialized Application Usage – Level 4
use Impatica to add a PowerPoint presentation to the site (needs
specific tasks)
format the site with the style, color, or pattern features
use Front page or other web-creation software (needs specific
tasks)
use Tegrity to add a video lecture to the site (needs specific
tasks)
Domain 2: Application of Learning Theory and Pedagogy:
The instructor promotes student learning by providing responsive
instruction based on a chosen methodology, makes
use of effective learning techniques and employs instructional
strategies that actively engage students in the learning
process.
Online Instructional Design Acumen – Level 1
define the purpose and components of an online course
orientation
give examples of “appropriate” and “inappropriate” language to
use in site content
give examples of a “well organized” and “not well organized”
online course site
define the policies for online discussion participation you will
use on your site
define policies for prompt student feedback you will employ in
your course
Teaching Strategy Usage – Level 1
define the specific pedagogical technique you use in your
instructional design
present a workshop on a particular instructional strategy
describe an ice-breaker or opening that gets students’
attention
Effective Syllabus Creation – Level 2
explain the required components of an online syllabus and
present yours
create a personal introduction that reflects your style,
principles, and teaching/learning theory
Student Learning Outcome Knowledge – Level 2
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Domain 1: Technical Competency
The instructor appropriately uses the features, capabilities,
and environment in the available course management system(s) to
deliver a distance learning course in his/her discipline of
expertise. This includes competence in the
following:
write measurable instructional objectives
explain a rationale for how the objectives will help to achieve
learning outcomes
differentiate between outcomes, outputs, and objectives
write course learning outcomes that are aligned with program
learning goals
Learning Style Knowledge – Level 3
develop a learning-centered curriculum for your discipline that
incorporates student learning styles
list 20 learning activities and show how they apply to different
learning styles
identify how an attention to different learning styles is
incorporated into instruction of the DL site
identify different methods of inquiry in the learning
activities
Learning Theory Knowledge – Level 3
compile a literature review on learning-centered teaching
deliver a presentation on how to apply a particular learning
theory in an online course
Domain 3: Communication and Behavioral Skills
The instructor creates an environment of respect and rapport,
fostering a positive climate for learning, equity, and
excellence appropriate for all students and based on feedback
from continual learning assessment.
Modeling Diversity Awareness – Level 2
give rationale for techniques used to respond to various
classroom management cases
explain how to encourage students to engage in inquiry-based
learning to develop individual identity and
critical thinking
Learning Assessment Application – Level 3
demonstrate how assessments you choose are matched to course
content and adhere to academic
standards
list 20 valid and reliable assessments for online learning and
show how they are fair and adequate
methods to assess mastery of content
Feedback Delivery Skill – Level 3
design appropriate synchronous and asynchronous communication
methods for delivering course
materials at a distance
identify appropriate timeframe for feedback response and
explains how different methods of delivering
feedback have different impact
Enthusiasm Transfer Ability – Level 3
identify a method for building student rapport
describe your motivation for learning about and teaching
online
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Domain 1: Technical Competency
The instructor appropriately uses the features, capabilities,
and environment in the available course management system(s) to
deliver a distance learning course in his/her discipline of
expertise. This includes competence in the
following:
Collaboration/Teamwork Skills – Level 3
create virtual teams for discussion threads
design a collaborative learning activity
Facilitation and Group Process Skills – Level 3
facilitate a video conference or teamwork session
give a rationale for techniques used to respond to discipline
issues
Domain 4: Professional Skills:
The instructor fulfills professional roles and responsibilities
and adheres to legal and ethical requirements of the
profession.
Content Knowledge – (Level ?)
(Will be assessed by a peer review process to standards
determined by the department)
Administrative Knowledge – Level 2
list questions for faculty to consider when planning an online
site at Delgado
explain how to set a timeline for creating and implementing an
online site at Delgado
explain the institutional outputs to which your course
contributes and impacts
ADA Familiarity – Level 2
explain what would and what would not make an online course ADA
compliant
Legal and Ethical Responsibility
rely on technical experts for scheduling and copyright
clearance
explain why copyright laws are important to understand when
teaching a distance learning course
define your procedure and rationale for managing disciplinary
concerns online
Continual Learning and Personal Development Attribute
define your personal teaching and learning goals, scholarly
pursuits, and their application in your online
teaching experience
list organizations, associations, or other entities to which you
belong or that would add value to your
continual learning of technology and trends in distance
learning
Collaboration/Contribution to Online Program Attribute
submit reflection on teaching and respond to colleagues’
reflections in an online forum
contribute to the online knowledge base
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Sample Online Faculty Development Curriculum
An Online Faculty Development Program that builds instructional
design and delivery competence might look something like this:
Prerequisites:
Individuals should possess certain basic computer skills in
order to benefit from and contribute to an online program.
Therefore, certain technical prerequisites such as the following
should be required and
assessed prior to engaging in online instructional development
or teaching. An online pre-assessment for IC3 technical
capabilities with remediation is recommended.
Basic computer usage
Email Usage
Web Browser Usage
Desktop Application Usage
Level 1 Modules – BlackBoard Basics (4 weeks, face-to-face or
online format)
Basic Blackboard Usage
Blackboard Instructional Knowledge
Adherence to the Institution’s Distance Learning Policies and
Standards
Online Instructional Design Acumen
During and upon completion of these Level 1 Modules, individuals
are assessed for Level 1 proficiency
and move on to Level 2 Modules.
Level 2 Modules – Building Effective Content: Course Materials
and Techniques (4 weeks, fact-to-face or online format)
Effective Syllabus Creation
Student Learning Outcome Knowledge
Modeling Diversity Awareness
Administrative Knowledge
ADA Familiarity
Legal and Ethical Responsibility Knowledge
During and upon completion of these Level 2 Modules, individuals
are assessed for Level 1 and 2 proficiency. Demonstration of
competence at these levels shown through peer review and self-
assessment is then formally approved by a Distance Learning
Committee in a final course evaluation and checklist to be then
considered a Level 3 course. At this point in the program,
participants are ready to
begin teaching their online course developed through Level 1 and
2 Modules. Level 3 Modules occur during the teaching of the first
course.
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Level 3 Modules – Practicing and Developing Exemplary Online
Instruction (first semester of online course delivery)
Applying Learning Style Knowledge
Applying Learning Theory Knowledge
Assessment Application
Feedback Delivery Skill
Enthusiasm Transfer Ability
Collaboration/Teamwork Skills
Facilitation and Group Process Skills
During implementation of Level 3 Modules, individuals are
assessed for proficiency and provided continual feedback. At the
end of the semester, a comprehensive course assessment and
instructor review takes
place, including the ways assessment feedback will inform future
course design and delivery. At this point, individuals should have
strengthened their online instructional competence to Level 4.
Level 4 Modules – Applying Assessment Feedback Into Redesign
(incorporating more sophisticated online strategies)
Specialized Online and Multi-Media Application Usage
Continual Learning and Personal Development Attribute
Collaboration/Contribution to Online Program Attribute
Level 4 represents an ongoing capability for continual learning,
development, and improvement of online
courses, both individually and programmatically by the
individual’s continual contributions to its effectiveness.
Assessments are ongoing, utilizing peer review, student evaluation,
and instructor review.
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Distance Learning Course Assessment - Continual Quality
Improvement (See Sample Online Course Content Assessment Checklist,
pg. 19)
(insert, if appropriate, any formal administrative process
required by the program’s department or IE)
Peer Review
(See Sample Peer Review, pg. 25)
Student Review
(See Sample Student Review, pg. 27)
Instructor Review and Follow-up Report
(See Sample Instructor Review, pg. 29)
Instructor report and follow-up synthesizes the feedback from
peer review, student review, and faculty
review of learning outcome assessment data, distributed with
recommendations and feedback to (IT? Personal file?)
At the end of each semester, online and classroom course faculty
review learning outcome assessment feedback, discuss implications,
and utilize data for decisions that will continue to improve
learning
outcomes. Dialogue should inform both online and classroom
sections of the course in the collaborative
effort to ensure the same learning outcomes.
Share recommendations, ideas, relevant discussion topics on
Learning Outcomes Blackboard site
Share notable learning moments and innovative practices on
Learning Outcomes Blackboard site
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Delgado Distance Learning Program: Performance-Based
Competencies for Online Faculty
According to the LCTCS guidelines and current literature review,
the following Competency Domains represent the criteria required
for successful
online teaching and learning. LCTCS guidelines specify 45 hours
of faculty development. The following table illustrates how course
assessment flows from the faculty development program and how
faculty development and course assessment methods might be applied
and when. (adapted
from http://continuinged.uml.edu/online/institutes.htm )
Competency
Domain
Levels of Ability,
Knowledge, Skill, and Attributes
Assessment Method Assessment Criteria/Use of Assessment
Feedback
Note that all assessments generate feedback for change or
continual improvement and learning.
It is expected that all assessment feedback will be transparent
and used as input into further development.
Technical
Competency: The instructor
appropriately uses the features,
capabilities, and
technical environment in
the available course
management
system(s) to deliver a distance
learning course in his/her discipline
of expertise.
Basic Computer
Usage (Prerequisite)
Email Usage (Prerequisite)
Web Browser Usage
(Prerequisite)
Desktop Application
Usage (Prerequisite)
1. IC3-based assessment tool administered
online determines current level of DL faculty technical
competence. It also determines
whether or not faculty should remediate or proceed on to
Blackboard course
management training and online pedagogy
development.
2. Self-Assessment – Evaluation of Exemplary
Online Courses, see pg. 32 completed online pre- and post- DL
course delivery determines
attitude, perceived competence, and
concerns.
3. Online Instructors – Training Needs Survey,
see pg. 35, provides another means of determining competency
development needs
1. Grant written to purchase software as of 11/21
Also recommended by Ed McGee for online faculty pre-assessment
is www.howtomaster.com.
Standard needs to be set by Tech Expert for
minimum competence.
2. During program development, this will provide a baseline from
which we could estimate an
ultimate increase in DL faculty to 35% of total full-time
faculty (based on results of similar
assessment at U. of Mass., Lowell) Many (90%?)
of faculty who had to quickly adapt will fall into the “Minimum”
category. New online faculty would
be expected “Minimum.” “Effective” or “Exemplary” result as well
as approval by the
Distance Learning Committee certifies a course as a Level 3
course that can be listed in the
academic schedule.
3. Fac/Dev sets criteria for this assessment, including how
results will be used.
http://continuinged.uml.edu/online/institutes.htmhttps://owa.dcc.edu/exchweb/bin/redir.asp?URL=http://www.howtomaster.com
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Competency
Domain
Levels of Ability,
Knowledge, Skill, and Attributes
Assessment Method Assessment Criteria/Use of Assessment
Feedback
in the program.
Basic Blackboard
Usage (Level 1)
Blackboard Instructional
Knowledge (Level 1)
Adherence to DCC’s Distance Learning
Policies and
Standards (Level 1)
1. Level 1 Modules in the Blackboard Basics
course curriculum culminate in the creation
of a functional online course site that complies with state and
Delgado standards
and design requirements. Assessment is by Peer review – See pg.
25
1. Online Faculty Participants must successfully
complete the Level 1 Modules in Blackboard
Basics and achieve a “Acceptable” result on the Peer review in
order to proceed to Level 2
Modules in the Online Faculty Development Program.
Specialized Online
and Multi-media Application Usage
(Level 4)
1. Level 4 modules in online application have
imbedded assessment and culminate in Capstone assessment whereby
participants
design sophisticated multi-media features on
their site.
a. Peer review – Continuous Improvement
Guide
b. Instructor review – Continuous
Improvement Guide
1. Level 4 Modules in the Online curriculum should
use the participant’s actual course wherever possible and build
upon it with the specialized
skills. Competency is determined by the
successful completion of the course(s) as well as documentation
of responses to feedback
from peer review and self-assessment.
Application of
Learning
Theory and Pedagogy:
The instructor promotes student
learning by
providing responsive
instruction based
Online Instructional
Design Acumen
(Level 1)
Teaching Strategy
Usage (Level 1)
Presentation Skills
(Level 1)
Effective Syllabus Creation (Level 2)
1. Level 1 and 2 Modules in the Blackboard
Basics course curriculum culminate in the
creation of a functional online Level 3 course site that
complies with state and Delgado
standards and design requirements.
a. Peer review
b. Self-assessment – Evaluation of Exemplary Online Courses
1. Online Faculty Participants must successfully
complete the Level 1 and 2 Modules in
Blackboard Basics and:
a. achieve a “Acceptable” result on the Peer
review;
b. “Effective” self-assessment result from the Evaluation of
Exemplary Online Courses;
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Competency
Domain
Levels of Ability,
Knowledge, Skill, and Attributes
Assessment Method Assessment Criteria/Use of Assessment
Feedback
on a chosen methodology,
makes use of
effective learning techniques and
employs instructional
strategies that actively engage
students in the
learning process.
Student Learning Outcome
Knowledge (Level
2)
Learning Style
Knowledge (Level 3)
Adult Learning Theory Knowledge
(Level 3)
c. Distance Learning Committee approval – Level 3 Online Course
Approval Checklist,
see pg. Error! Bookmark not defined.
2. Level 3 Modules in the Online Faculty Development Program
occur during actual
instruction and are assessed at the beginning
of the semester as per Level 3 Course Approval Guidelines (see
above).
a. During the semester, Level 3 Modules include assessments such
as
presentations, group assignments, and
formative student learning assessment feedback.
b. At the end of the semester, assessment includes:
i. Self-Assessment - Evaluation of Exemplary Online Courses
ii. Peer Review
iii. Student Review – Student Course
Review, see pg. 27
iv. Instructor Review – Continuous
Improvement Guide
c. “Meets or Exceeds Criteria” as per the Level 3 Online Course
Approval Checklist completed
by the Distance Learning Committee. This
result certifies the course at a Level 3 and allows the
instructor who developed it to
move into Level 3 Modules, which occur in real-time online
instruction with that course.
2. Level 3 Modules develop competency in course delivery and
occur during a semester of teaching.
The instructor’s choice of classroom learning
assessments will contribute to his/her feedback during
instruction.
a. Presentations on topics of choice and responses to feedback
from peer review demonstrate
achievement of competencies at Level 3.
b. Summative Assessments at the end of the Level 3 semester:
i. Self-Assessment results should be at “Effective” or
“Exemplary”;
ii. Peer Review rating of “3” or above;
iii. Student Review score of 75% or above
iv. Continuous Improvement Guide is a
summary of the course assessments by the
instructor and includes plans for adaptation and continual
improvement. This moves the
instructor into Level 4 competencies, which
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Competency
Domain
Levels of Ability,
Knowledge, Skill, and Attributes
Assessment Method Assessment Criteria/Use of Assessment
Feedback
are those of continual professional development in and
contribution to online
learning.
Communication and Behavioral
Skills:
The instructor
creates an environment of
respect and
rapport, fostering a positive climate
for learning, equity, and
excellence
appropriate for all students and
based on feedback from
continual learning assessment.
Modeling Learning Outcomes/Objectiv
es Ability (Level 2)
Assessment
Application (Level 3)
Learning Needs
Application (Level 3)
Feedback Delivery Skill (Level 3)
Questioning Skills
(Level 3)
Enthusiasm
Transfer Ability (Level 3)
Collaboration/Teamwork Skills (Level 3)
Facilitation and
Group Process Skills (Level 3)
1. Level 2 Modules in the Blackboard Basics course curriculum
culminate in the creation of
a functional online Level 3 course site that complies with state
and Delgado standards
and design requirements.
a. Peer review
b. Self-assessment – Evaluation of Exemplary Online Courses
c. Distance Learning Committee approval – Level 3 Online Course
Approval Checklist
2. Level 3 Modules in the Online Faculty Development Program
occur during actual
instruction and are assessed at the beginning
of the semester as per Level 3 Course Approval Guidelines (see
above).
a. During the semester, Level 3 Modules include assessments such
as
presentations, group assignments, and
formative student learning assessment feedback.
b. At the end of the semester, assessment
1. Online Faculty Participants must successfully complete the
Level 2 Modules in Blackboard
Basics and:
a. achieve an “Acceptable” result on the Peer
review;
b. “Effective” self-assessment result from the Evaluation of
Exemplary Online Courses;
c. “Meets or Exceeds Criteria” as per the Level 3 Online Course
Approval Checklist completed
by the Distance Learning Committee. This
result certifies the course at a Level 3 and allows the
instructor who developed it to
move into Level 3 Modules, which occur in real-time online
instruction with that course
2. Level 3 Modules develop competency in course delivery and
occur during a semester of
teaching. The instructor’s choice of classroom
learning assessments will contribute to his/her feedback during
instruction.
a. Presentations on topics of choice and responses to feedback
from peer review demonstrate
achievement of competencies at Level 3.
b. Summative Assessments at the end of the
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Competency
Domain
Levels of Ability,
Knowledge, Skill, and Attributes
Assessment Method Assessment Criteria/Use of Assessment
Feedback
includes:
i. Self-Assessment - Evaluation of
Exemplary Online Courses
ii. Peer Review
iii. Student Review
iv. Instructor Review – Continuous Improvement Guide
Level 3 semester:
i. Self-Assessment results should be at
“Effective” or “Exemplary”;
ii. Peer Review rating of “3” or above;
iii. Student Review score of 75% or above
iv. Continuous Improvement Guide is the instructor’s summary of
course assessments
and plans for adaptation and continual
improvement. This moves the instructor into Level 4
competencies, which are those of
continual professional development in and contribution to online
learning.
Professional
Skills:
The instructor
fulfills professional roles
and responsibilities
and adheres to
legal and ethical requirements of
the profession.
Content Knowledge
(Level ?)
Administrative
Knowledge (Level 2)
ADA Knowledge (Level 2)
Legal and Ethical
Responsibility Knowledge (Level
2)
Continual Learning
and Personal
Development Attribute (Level 4)
1. Level 2 Modules in the Blackboard Basics
course curriculum culminate in the creation of a functional
online Level 3 course site that
complies with state and Delgado standards and design
requirements.
a. Peer review
b. Self-assessment – Evaluation of Exemplary
Online Courses
c. Distance Learning Committee approval – Level 3 Online Course
Approval Checklist
1. Online Faculty Participants must successfully
complete the Level 2 Modules in Blackboard Basics and:
a. achieve an “Acceptable” result on the Peer
review;
b. “Effective” self-assessment result from the
Evaluation of Exemplary Online Courses;
c. “Meets or Exceeds Criteria” as per the Level 3
Online Course Approval Checklist completed by the Distance
Learning Committee. This
result certifies the course at a Level 3 and
allows the instructor who developed it to move into Level 3
Modules, which occur in
-
Working Papers: Distance Learning Program Guidelines December
15, 2005
17
Competency
Domain
Levels of Ability,
Knowledge, Skill, and Attributes
Assessment Method Assessment Criteria/Use of Assessment
Feedback
Collaboration/Contribution to Online
Program Attribute
(Level 4)
2. Level 4 Modules utilize the feedback from
prior assessments and include the adaptations
that result from that feedback. Assessment at this level is in
the form of:
a. Self-Assessment - Evaluation of Exemplary Online Courses
b. Peer Review
c. Student Review – Student Course Review
d. Instructor Review – Continuous Improvement Guide and
Feedback
Response
real-time online instruction with that course
2. Summative Assessments at the end of the
Level 3 semester:
a. Self-Assessment results should be at “Effective” or
“Exemplary”;
b. Peer Review rating of “3” or above;
c. Student Review score of 75% or above
d. Continuous Improvement Guide includes the Instructor’s
summary of course assessments
and plans for adaptation and continual
improvement.
In addition: existing online faculty would be
expected to achieve an “Acceptable” result on random peer review
of existing course site with the
Online Course Content Checklist as well as respond to feedback
on the Continuous Improvement Guide
-
18
Appendix: Forms, Worksheets, and Reference
-
Appendix: Forms, Worksheets, and Reference
19
SAMPLE - NEW COURSE FEASABILITY QUESTIONAIRRE
WHY SHOULD THIS COURSE BE OFFERED IN AN ELECTRONIC FORMAT?
The primary purpose of this evaluation is to help faculty and
administrators determine the
wisdom and/or feasibility of offering a course in an electronic
format. This process is designed to improve these services and
processes as they are continually developed and refined. By
continually evaluating the instructional design and conversion
lifecycle of a course, the objectives,
scope and data gathering methods are more clearly and
consistently defined and refined.
1) Was a feasibility analysis conducted in order to determine
whether this course should be converted to an electronic format in
addition to offering it in a traditional format? If no, such a
feasibility analysis should be conducted and its results
considered before such a conversion is
attempted.
2) Was a feasibility analysis conducted in order to determine
whether students would benefit
from technology insertion into the existing traditional course
format? If no, such an analysis should be conducted and its results
considered before an insertion is developed
3) What are the goals and objectives of the course to be
converted or modified?
4) How are you evaluating your courses for e-learning
suitability?
5) What instructional design considerations are being given to
the development of an
electronically-delivered course or components within the
course?
6) Are other courses being offered, at your college, in such
numbers that your college can
provide the support staff to avoid any downtime or crashes to
the system that you plan to utilize?
7) Has any staff development been conducted with existing staff
resources or has contractor
support been obtained?
8) Is there a strategic education and training plan in place
that would tie in strategic planning for
electronic learning to the college’s master plan for technology
and the budgeting and funding process?
9) Have you developed metrics for tracking analyzing investments
made toward electronic
learning on your campus?
10) Are all of your stock holders involved in the e-learning
initiative and do you use standard
project management techniques within the initiative?
11) What are your college’s long-term goals for the e-learning
program?
-
Appendix: Forms, Worksheets, and Reference
20
SAMPLE
Memorandum of Agreement
Development of Electronically Delivered Course
I ____________________________am an employee of
__________________________College at __________________________
Campus (hereinafter “the College”), a college within the
Louisiana Community and Technical College System.
As a part of my job duties at the College, I have been asked to
develop and prepare educational
materials for delivery over the Internet or other electronic
means. These educational materials will consist of, but are not
limited to, instructional text and related media such as course
books,
workbooks, images, graphics, web pages, assessment tests,
etc.
I acknowledge that developing educational materials fall within
the scope of my regular duties of
employment at the College. I acknowledge that the College has
the right to govern the time, methods, and standards of my work.
Accordingly I understand that, notwithstanding any policy
to the contrary, any and all such educational materials are
solely owned by the college.
I understand that these educational materials will be maintained
and published in the Louisiana Technical College online Library or
the LCTCS online library and made available for reuse by the
college or other institutions within LCTCS.
_______________________ ___________________________
Signature of Faculty Member Signature of Vice Chancellor of
Instruction
___________________________
Date
-
Appendix: Forms, Worksheets, and Reference
21
Sample Online Course Assessment Form- Administrative
This checklist is based on several agencies recommendations for
best practices including SREB, NEA and SACS-COC and is designed to
assist states and schools in determining the quality and
effectiveness of Web-based courses. It is suggested that each
course be rated on the extent to which it meets the criteria, with
1 indicating that a course does not meet the criteria and 3
indicating that it does.
Course/Discipline:
________________________________________________________________
Reviewer:
______________________________________________________________
Date:
__________________________________________________________________
Curriculum, Instruction and Student Assessment
Indicate 3, 2, 1, or 0 based on the following rubric:
3 = Meets or exceeds criteria: evidence exists that criteria
have been met
2 = Barely meets criteria: some evidence exists that criteria
have been met but may be incomplete or inaccurate in some areas
1 = Does not meet criteria: little to no evidence exists that
criteria have been met is too vague or completely inaccurate
0 = Cannot determine whether criteria have been met.
To What extent does the course meet the criteria in this
area?
Considerations
1. The course provider is authorized to operate by the state
where the course
originates.
State review of courses and accreditation of providers are ways
to ensure that the course
provider is of quality.
3 2 1 0
2. The College or Campus has reviewed the course to ensure its
quality before it is used.
There is documentation of these reviews. 3 2 1 0
3. The College or Campus in which the
student is enrolled will accept the course for credit.
Is this course taught for credit? Will the College or
Campus accept this course for credit?
3 2 1 0
4. Procedures for fees and payments are established before
students enroll in a
course.
Tuition and fees related to the course are disclosed fully, and
payment methods and
schedules are provided.
3 2 1 0
5. Student work and personal data are secure.
Student information remains confidential as required by the
Family Education Rights and
Privacy Act.
3 2 1 0
6. Students are monitored to ensure academic honesty.
College or Campus provides means to monitor student performance.
The course design
promotes monitoring of student performance.
3 2 1 0
7. An instructor or educator coordinates and
assists students with instructional, technical
and management requirements.
The course provider offers training and support to
the e-learning coordinator, who assists with
course requirements, assignments and grades and who acts as a
liaison among students, the
College or Campus, and the course provider.
3 2 1 0
8. The course provider offers the course instructor and
e-learning coordinator
assistance with technical and course management.
The course provider offers orientation training, distance
learning training, product/course
updates, a help desk, special technical assistance and answers
to frequently asked questions.
3 2 1 0
-
Appendix: Forms, Worksheets, and Reference
22
Curriculum, Instruction and Student Assessment
Indicate 3, 2, 1, or 0 based on the following rubric:
3 = Meets or exceeds criteria: evidence exists that criteria
have been met
2 = Barely meets criteria: some evidence exists that criteria
have been met but may be incomplete or inaccurate in some areas
1 = Does not meet criteria: little to no evidence exists that
criteria have been met is too vague or completely inaccurate
0 = Cannot determine whether criteria have been met.
9. Students have access to necessary,
relevant learning materials.
The course provider identifies materials and
technological resources that students will need. There is a list
of who is expected to provide these
materials, which may include scanners, digital cameras,
reference materials, books, videos,
software and lab equipment.
3 2 1 0
10. The course provider has identified prerequisite sills in the
use of technology.
The course syllabus describes in detail what knowledge of
certain programs and/or multimedia
students should have for the course.
3 2 1 0
11. There are technical requirements for acceptable access.
The course requirements include minimum technical
requirements.
3 2 1 0
12. The instructor is trained to use the
course and resources effectively to deliver instruction.
If the course provider employs the instructor, the
provider submits evidence that the instructor is certified in
the subject matter and has been
trained as an online instructor.
3 2 1 0
13. The students receive technical support to
ensure ease of use of the course.
Every student has access to a workstation,
network, ISP and course support.
3 2 1 0
14. There is a policy for recourse or appeal if the Web-based
course is not delivered as
described.
Contracts and licensing agreements specify how the course will
perform and the sanctions and
penalties that will result if it does not meet those
expectations.
3 2 1 0
15. The course is coordinated with academic
calendar of the students before it begins.
The course can accommodate multiple calendars
(block, 4x4, traditional).
3 2 1 0
16. Faculty information and office hours are clearly listed.
Evidence of staff information and office hours are stated within
the course.
3 2 1 0
17. The Web-based course’s success is
measured by the achievement of students taking it.
The course provider should have references
concerning the number of students who complete the course and
results of end-of-course tests.
3 2 1 0
18. The College, Campus or its designees
evaluate the course over time.
The course provider shall provide evidence of
evaluations.
3 2 1 0
19. A new course provides documentation of
its reliability and completeness.
Evidence of beta testing, peer review and student
evaluations are available upon request.
3 2 1 0
-
Appendix: Forms, Worksheets, and Reference
23
Curriculum, Instruction and Student Assessment
Indicate 3, 2, 1, or 0 based on the following rubric:
3 = Meets or exceeds criteria: evidence exists that criteria
have been met
2 = Barely meets criteria: some evidence exists that criteria
have been met but may be incomplete or inaccurate in some areas
1 = Does not meet criteria: little to no evidence exists that
criteria have been met is too vague or completely inaccurate
0 = Cannot determine whether criteria have been met.
20. Each instructor of a Web based course
will be evaluated at least once a year.
The course provider shall provide evidence of
criteria for instructor evaluations.
3 2 1 0
21. The College or Campus can verify a
student’s participation and performance in a
Web-based course during the course and upon its completion.
The course provider furnishes evidence of student
participation and performance as needed.
3 2 1 0
22. Other criteria: 3 2 1 0
Course is: � Recommended � Not Recommended
Course:
__________________________________________________________________
Platform:
_________________________________________________________________
Dean or Authorized Designation:
______________________________________________
e-learning Program Coordinator:
_______________________________________________
-
Sample Checklist for Instructional Requirements
Minimum Criteria (Principles of Good Practice – LCTCS)
Site includes a “course orientation” (discuss criteria for an
effective online course
orientation)
Site includes an introduction to the instructor, contact
information
Site includes policies for prompt student feedback (confirm
standard turn-around time for
instructors to give feedback)
Site includes policies for assignment deadlines (confirm
standard policies)
Site includes policies for discussion participation (discuss
relevance and effective criteria)
Site includes policies for evaluating student performance
(assessment techniques and
rubrics) and easy access to student grades (confirm technical
recommendations for # of
clicks-whatever-to ensure easy access)
Site includes syllabus modeled from corresponding master
syllabus, including learning
outcomes and assessment methods
Site includes particular class objectives based on learning
outcomes (discuss guidelines for
writing objectives)
Self-directed learning activities and discussions are structured
and sequenced to assist
learners in achieving learning outcomes(confirm validation
techniques for this)
Site includes performance expectations (confirm reasonable
measurement for “high” expectations)
Site includes guidelines for success, support information
(discuss effective success strategies, confirm support
recommendations and #s)
Site includes a structured, flexible course schedule (confirm
effective scheduling
techniques)
Instructional design reflects a deliberate pedagogical technique
(discuss relevance and
criteria)
Instructional design addresses multiple learning styles (confirm
effective methods)
Active learning techniques are used (discuss effective
techniques to use as effective
examples)
Site provides features for student-to-student interaction
(discuss criteria for quality
discussion forums or other collaborative features)
Course content is well organized so that….(confirm criteria for
well-organized course
content)
Site content and course material are grammatically correct and
use language appropriate
for the learner (discuss relevance and criteria)
Site includes self-assessment methods for students to monitor
progress (confirm methods, tools)
-
Appendix: Forms, Worksheets, and Reference
25
Sample Peer Review
This checklist is based on several agencies recommendations for
best practices including SREB, NEA and SACS-COC and is designed to
assist states and schools in determining the quality and
effectiveness of
Web-based courses. It is suggested that each course be rated on
the extent to which it meets the criteria, with 1 indicating that a
course does not meet the criteria and 3 indicating that it
does.
Course/Discipline/Provider:_________________________________________________
Reviewer:
______________________________________________________________
Date:
__________________________________________________________________
Curriculum, Instruction and Student Assessment
Indicate 3, 2, 1, or 0 based on the following rubric:
3 = Meets or exceeds criteria: The considerations are
consistently evident
2 = Barely meets criteria: The considerations are evident less
than 80% of the time
1 = Does not meet criteria: The considerations are evident less
than 50% of the time
0 = Cannot determine if the criteria have been met.
To What extent does the course meet the criteria in this
area?
Considerations
1. The course content and assessments are aligned with the
state’s academic standards. All grades are posted in the Gradebook
feature of Blackboard and exceptions approved by Divisional
Dean.
Course objectives and student learning objectives are listed.
Assessments are matched to course content and state academic
standards. Students were required to submit something within the
first five days of class for the purpose of attendance
reporting.
3
2
1
0
2. The course engages students in learning
activities that address various learning styles.
Learning activities and options, including case studies,
simulations, and written assignments, Web resources, reading
activities, discussions, labs and multimedia are embedded in the
course.
3
2
1
0
3. The course gives students opportunities to engage in abstract
thinking and critical reasoning.
Inquiry-based learning and discussions are used. Students are
challenged and encouraged to predict, summarize, interpret,
contrast and differentiate ideas.
3
2
1
0
4. The course structure includes fair, adequate and appropriate
methods and procedures to assess students’ mastery of content.
Instructor tests Assessments by clicking on the test link and
taking the test to make sure it works correctly.
Valid and reliable assessments included online or proctored
testing, performance assessments, standardized tests, projects,
demonstrations, multimedia presentations, case studies, simulations
and electronic portfolios. At least one proctored exam is
incorporated into the course, coordinated times, dates, and
locations done through Divisional Dean. All proctored exams posted
in the Tests section of the classroom and password protected.
Encourage students to complete course evaluations.
3
2
1
0
5. The course provides appropriate instructor to student
interaction, including timely, frequent feedback about student
progress.
Instructors respond to students within 24 hours. Feedback may
include e-mails, discussions, portfolios, telephone calls, regular
progress reports and term/semester grades. Use your DCC assigned
Outlook account as your e-mail address for all communication with
your students and the institution. Instruct students to use their
DCC account as well and include in the subject line the course ID
and section number.
3
2
1
0
-
Appendix: Forms, Worksheets, and Reference
26
Curriculum, Instruction and Student Assessment
Indicate 3, 2, 1, or 0 based on the following rubric:
3 = Meets or exceeds criteria: The considerations are
consistently evident
2 = Barely meets criteria: The considerations are evident less
than 80% of the time
1 = Does not meet criteria: The considerations are evident less
than 50% of the time
0 = Cannot determine if the criteria have been met.
To What extent does the course meet the criteria in this
area?
Considerations
6. The course provides opportunities for appropriate
student-to-student interaction and a plan for monitoring that
interaction.
Collaborative learning opportunities, through e-mails,
discussion threads, simulation, lab activities and other group
projects are embedded in the course design. At least
10 Discussion Boards per term are incorporated and have active
participation.
3
2
1
0
7. The course complies with the Americans with Disabilities Act
and Section 508.
See act requirements. 3
2
1
0
8. Students have access to resources that enrich the course
content.
All materials and/or Web links have been reviewed for
appropriateness and are aligned with course objectives and
specifications.
3
2
1
0
9. A complete, clear course syllabus is submitted and available
for review by the first day of registration.
The syllabus outlines course content, expectations of students,
required materials, the course’s credit value and a grading scale.
It is located in the Syllabus section of the classroom. It is
available no later than 8:00 am the first day of the semester.
3
2
1
0
10. Issues associated with the use of copyrighted
materials are addressed.
The course provider guarantees in writing that all course
materials comply with copyright laws.
3
2
1
0
11. The instructor can adapt learning activities and assessments
to accommodate students with disabilities.
The course can be modified to meet the needs of students or
instructors with disabilities.
3
2
1
0
12. Course adheres to consistency in regards to navigation and
design.
The course follows guidelines for good format. Outdated
materials are removed or revised.
3
2
1
0
13. Course exhibits a student orientation. The course requires
either an online student orientation or an on-campus orientation.
Welcome Letter or Announcement to students outlining the course and
where` to start is up the first week.
3
2
1
0
14. Instructor manages schedule and record keeping then archives
class at the end of term.
An announcement is posted at the beginning of each week to
explain the student’s expectations for the week. Attendance is
recorded each week. All grade reporting is complete by college
deadlines. Instructor uses Digital Drop Box or Assignments utility
for student assignment submissions. Respond to all emails within 2
business days and explain that this does not include weekends or
holidays; otherwise inform your students and your Divisional Dean.
Instructor evaluates all assignments within a reasonable time, two
days from submission for all but lengthy written assignments or
essay exams. If there is a delay in posting grades, communicate
with students and Divisional Dean.
-
Appendix: Forms, Worksheets, and Reference
27
Sample Student Review and Evaluation Rubric for Student
Feedback
(From LCTCS)
Course #/Section Semester/Year Instructor Campus
Please check “yes” or “no” to the following questions,
explaining your response in the
space provided.
Yes No Explanation
1. I was prepared for this class, completed all necessary
assignments, and participated in each scheduled session.
2. The Course material was appropriate to my level of
education.
3. I would recommend this course to other students.
4. The course allowed for the appropriate amount of interaction
with other students.
5. The Syllabus and course expectations were relevant.
6. Tests and assignments were relevant to the course.
7. The learning objectives were clearly stated.
8. The learning objectives were met.
9. All material was presented in a concise/clear manner and was
up-to-date.
10. I obtained enough knowledge to move to the next level of
this course.
11. The grading scale and procedure was clearly explained and
posted on the course site.
12. Instructor was available for office hours that were clearly
posted to the courses site and answered questions in a timely
manner.
13. The instructor was very knowledgeable about the course
content and subject areas that were appropriate to this course
14. The instruction was appropriate to my level of education
15. I would recommend this instructor to other students
16. The instructor was very professional in all forms of
communication
17. The amount of interaction between Instructor and student was
appropriate to the course content
18. The instructor provided all students with the syllabus and
course expectations, including grading scales
19. The instructor encouraged interaction between students
-
Appendix: Forms, Worksheets, and Reference
28
Please check “yes” or “no” to the following questions,
explaining your response in the
space provided.
Yes No Explanation
20. The instructor provided adequate feedback on tests and
assignments
21. Tests and assignments were graded in a timely manner
22. The topics presented in oral or written form were in logical
order
23. The instructors notes, etc. were legible and easy to
follow
24. The instructors notes, etc. were legible and easy to
follow
25. Posted assignments, course work, and/or course projects
encouraged students to think.
A B C D F
I expect to make the following grade in this course:
-
Appendix: Forms, Worksheets, and Reference
29
CONTINUOUS IMPROVEMENT GUIDE FOR ELECTRONIC LEARNING
Teaching Faculty
Observed:____________________________________________________
Peer Faculty
Name:___________________________________________________________
Course:________________________
Semester/Date:_______________________________
Course Items to be Observed: Comments:
Home Page/ Opening Screen Shot
Good Descriptions (and/or links) are properly
used to guide students easily through the
components of the course and identity with the
instructor.
Syllabus
Complete, easy to understand, and complies
with established guidelines
Calendar of Events and Assignments
Calendar of events and assignments are
designed for ease of learning and for the
meeting the course objectives.
Testing
The test schedule is available and appropriate
Testing Sites/ Proctors
Testing sites have been notified, students are
advised of testing locations and contacts, and
proctors have been secured, trained, and
advised.
Links to Student Services
There are high-quality links to appropriate
students services such as registration,
counseling, financial aid, etc.
-
Appendix: Forms, Worksheets, and Reference
30
Learning Resource Links
There are appropriate links to other learning
resources such as information web sites,
required software, etc.
Textbook
The textbook is suitable for the course
Colors
Color is properly used and easy on the eyes
Graphics
Appropriate graphics are utilized well.
Discussion Group
There is a discussion group available for student
and faculty interaction
Bookstore
Students are made aware of how to secure
textbooks and other materials for the course
Turn-Around/ Feedback Loop
The turn-around for faculty feedback to students
is 24-48 hours or less.
-
Appendix: Forms, Worksheets, and Reference
31
Summary of Online Course Reviews
Course is: Recommended Not Recommended
Course:
__________________________________________________________________
Platform:
_________________________________________________________________
Dean or Authorized Designation:
______________________________________________
e-learning Program Coordinator:
_______________________________________________
-
Appendix: Forms, Worksheets, and Reference
32
The Evaluation of Exemplary Online Courses
Minimal Effective Exemplary
Online
Organization
& Design
Much of my homepage is under construction, with some
key components identified
such as the syllabus. Not all of my course content has been
migrated.
My Homepage is organized and navigable. Students can
understand the key
components and structure of the course; the course is
organized and easy to follow.
My Homepage is well organized, easy to navigate
and logical. Students can
clearly understand all components and structure of
the course; the course is well organized and easy to follow.
My students are uncertain
about what is expected of them in the online
environment.
My syllabus identifies and
delineates the role the online environment will play in the
total course.
My syllabus is easily identified
and clearly delineates the role the online environment will
play in the total course.
My aesthetic design (look) is
rudimentary in conceptualization and
construction.
My aesthetic design presents
and communicates course information.
My aesthetic design
effectively presents and communicates course
information.
My web page structure and format are inconsistent – links
are in different places and format varies.
There is consistency in some aspects of my web page.
There is consistency in all Aspects of my entire web
course.
Accessibility issues are not
addressed.
I address accessibility issues. Accessibility issues are
addressed and comply with prevailing guidelines for my
website.
I provide opportunities for
student input and feedback
that are limited and inconsistent.
I have provided opportunities
for student input and feedback
regarding course design and navigability.
I have provided opportunities
for student input and
feedback throughout the course.
Instructional
Design &
Delivery
Opportunities that I provide for interaction and
communication are limited.
My course offers some opportunities for interaction
and communication among students, between students
and instructor, and between
students and content.
My course offers multiple opportunities for interaction
and communication among students, between students
and instructor, and between
students and content.
My learning objectives are
vague and may be incomplete. Performance expectations are
unclear or absent.
My learning objectives are
identified and performance expectations are simplified.
My learning objectives and
performance expectations are clearly defined.
I do not recognize multiple learning styles nor do I
accommodate or integrate them in the design of the
course.
I provide some strategies for meeting multiple styles, a
recognized attempt to ensure student understanding of
content.
I provide strategies for meeting multiple learning
styles and promoting critical thinking skills. These are
clearly implemented.
I provide opportunities for
student input and feedback
I provide for student feedback
about instructional design
I provide for feedback that is
regularly integrated into the
-
Appendix: Forms, Worksheets, and Reference
33
Minimal Effective Exemplary
about instructional design that
are limited and inconsistent.
regularly. instructional design and is
used to inform decisions about instructional strategies.
Assessment
&
Evaluation
of
Student
Learning
Some of my course objectives,
instructional strategies and assessment techniques may
be aligned.
My course provides students
the opportunity to self-assess their readiness for online
components/course.
My course requires students
to self-assess their readiness for the online components/
course prior to or at the beginning of my class.
My assessment strategies are not fully identified, developed
or implemented.
My course objectives, instructional strategies and
assessment techniques are
somewhat aligned.
My course objectives, instructional strategies and
assessment techniques are
closely aligned.
My assessment strategies are
not comprehensive measuring only the most basic level of
student knowledge.
My assessment strategies are
used to measure content knowledge, skills, or
performance standards.
My ongoing multiple
assessment strategies are used to measure content
knowledge, skills, and
performance standards.
I provide opportunities for
students to receive feedback about their own performance
that are infrequent and sporadic.
I provide opportunities for
students to receive feedback about their own student
performance.
Opportunities for students’
self-assessment and/or peer feedback opportunities exist
on my site. I provide regular feedback about student
performance in a timely
manner.
Appropriate
& Effective
Use of
Technology
My course uses a few
technology tools for communication and learning.
My course uses some
technology tools to facilitate communication and learning.
My course uses a variety of
technology tools that are appropriate and effective for
facilitating communication
and learning.
Some technology may be used
for its own sake. My course has a few bells but no
whistles.
Technology that I incorporate
is mostly used to support student learning rather than
for its own sake.
Technology that I incorporate
is used to enhance student learning rather than for its
own sake.
Multimedia and learning objects are largely absent.
Multimedia elements and/or learning objects may be used
to engage students in the learning process.
Multimedia elements and/or learning objects are relevant,
optimized for student Internet users and effectively
engage students in the learning process on my site.
I provide only limited
opportunities for student feedback.
I provide for student feedback
that is used to assess delivery of course content.
I use student feedback to
continually improve technological delivery of
course content.
Learner
Support &
My Welcome Page has limited
information (for example,
course title and number,
My Welcome Page follows the
suggested University template
for online course learner
My Welcome Page includes
important information about
being an online student at
-
Appendix: Forms, Worksheets, and Reference
34
Minimal Effective Exemplary
Resources
instructor name, phone
number and email).
support and resources. the College (including, for
example, links to student computing disabled student
services, library services,
student learning center, and the college’s policies; how to
access department/ program and/or college for advising;
prerequisites; a course overview and any time-
certain meetings; and
instructor contact information).
My course provides some resources to support online
student learning.
My course provides course-specific resources to support
online student learning.
My course replicates or links to the Welcome Page
information and provides a
variety of course-specific resources to enhance online
student learning.
My course offers access to few
or limited media resources.
My course offers solid access
to some media resources appropriate to my course.
My course offers access to a
range of media resources appropriate to my course,
such as tutorials and
necessary applications.
I provide limited opportunities
for students to give feedback to faculty.
I solicit student feedback
regarding learner support and resources.
I solicit student feedback
regarding learner support and resources to make
modifications when
appropriate.
-
Appendix: Forms, Worksheets, and Reference
35
FACULTY TRAINING NEEDS SURVEY
Please, mark the electronic learning topics that would be of
greatest interest/ benefit to you
and/ or your college’s faculty/ staff/ administrators. Use the
following designations to
distinguish levels on interest/ benefit:
5=Immense Benefit
4=Benefit
3=Neutral in Benefit
2=Little Benefit
1=No benefit
_____ A Beginner’s Guide: Getting Past Screensaver
_____ “So a CD came with the textbook, now what?” or “How do my
students and I benefit from the new
textbook electronic supplemental resources?”
_____Teaching by Compressed Video: More Than “A Talking
Head”
_____Legal Issues in Distance Learning: Copyright and
Intellectual Property
_____ Proctor Training for Compressed Video Classes: Legal
Issues
_____ Satellite Broadcasting and Receiving: Effective Classroom
and Professional Development Applications
_____ Teaching Over the Internet: Beginners
_____ Teaching Over the Internet: Intermediate
_____ Teaching Over the Internet: Advanced
_____ Creating Powerpoint Presentations and Insertions
_____ Mixing Media
_____ Creating Faculty and Student Orientations
_____ Creating Faculty and Student 24/7 Help Desks and
Accessibility
_____ Using Streaming Video in the Classroom
_____ Other:
________________________________________________________________________
________________________________________________________________________
COMPLETE AND RETURN TO YOUR COLLEGE E-LEARNING COORDINATOR.
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Appendix: Forms, Worksheets, and Reference
36
Sample BlackBoard Basics Course from UT The following learning
objectives from UT Austin represent the kind of Level 1 Module
activities outlined above in the Sample Online Faculty Development
Curriculum
The Basics
Introduction
The Control Panel
Modifying your Courses List
Course Management
Adding an Item
Using the Collaboration tool
Using the Discussion Board
Copying courses from Blackboard5
Copying courses in Blackboard6
Combining course sites
Customizing your course menu
Importing an archived file
User Management
Enrolling a user
Modifying a user
Adding TAs to Blackboard
Adding and modifying a group
Gradebook tool
Adding grades to your Gradebook
Downloading your Gradebook
Uploading your Gradebook
Assignments
Adding an Assignment
Downloading an Assignment
Entering grades for an Assignment
Using Item File Clean Up feature
Assessment tools
What is an Assessment?
Creating a test
Making your test available
Creating a survey
Making your survey available
Using the Pool Manager
Create a test from a pool
Upload test questions
Viewing Test/Survey Results
Downloading Test/Survey Results
Manuals
Instructor manual - HTML
Instructor manual - PDF
For Students...
Using the Digital Drop Box
Downloading Assignment
Uploading an Assignment
Change your e-mail address
Student manual - HTML
Student manual - PDF
http://www.utexas.edu/academic/blackboard/tutorials/intro/intro.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/control/panel.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/mod/course.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/additem/add.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/collab_a/index.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/discuss/discuss.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/copy5/course.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/copy6/course.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/combining/combining.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/managehttp://www.utexas.edu/academic/blackboard/tutorials/import/import.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/enroll/enroll.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/modify/user.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/clips_ta/clips_ta.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/groups/add.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/grade_a/add.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/grade_d/down.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/grade_u/up.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/assign_a/add.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/assign_b/down.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/assign_c/grade.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/assign_d/clean.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/assess_a/what.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/assess_b/create.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/assess_c/post.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/assess_d/create.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/assess_e/post.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/assess_f/pool.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/assess_g/test.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/assess_h/upload.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/assess_i/results.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/assess_j/download.htmlhttp://www.blackboard.com/docs/r6/instructor/bbls_r6_instructor/http://www.utexas.edu/academic/blackboard/tutorials/manual/instruct.pdfhttp://www.utexas.edu/academic/blackboard/tutorials/dropbox/drop.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/assigns_d/down.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/assigns_u/up.htmlhttp://www.utexas.edu/academic/blackboard/tutorials/Emailhttp://www.blackboard.com/docs/r6/6_1/student/bbls_r6_1_student/http://www.utexas.edu/academic/blackboard/tutorials/manual/student.pdf
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The Five Pillars of Quality Online Education By George Lorenzo
and Janet Moore
Sponsered by: The Alfred P. Sloan Foundation
November 2002
Reference:
http://www.sloan-c.org/effectivepractices/learning
I. Learn Effectiveness
Learning Effectiveness means that learners who complete an
ongoing course receive
an education that represents the distinctive quality of the
institution and that online
learning is equivalent to or better than learning through the
traditional delivery mode.
II. Student Satisfaction
A vital aspect of any education is to ensure that students are
satisfied with their
education experience and Student Satisfaction reflects the
effectiveness of all aspects
of that experience.
III. Faculty Satisfaction
Faculty Satisfaction means that instructors find the online
teaching personally
rewarding and professionally beneficial.
IV. Cost Effectiveness
Cost effective practices enable institutions to offer their best
education to their
learner.
V. Access
Access provides the means for all qualified, motivated students
to complete degrees
or programs in their disciplines of choice.
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Appendix: Forms, Worksheets, and Reference
38
WEBSITES December 6, 2005:
http://www.usdla.org/html/aboutUs/home.htm (definition of distance
learning)
IVETa Annual Conference, 2001, Linda Martinez (domains of
competency for DL professionals)
MERLOT (http://www.merlot.org/Home.po) Resource for instructors/
students. Materials,
presentations, activities to use in class, links to on-line
materials.
Nine Principles of Good Practice for Assessing Student Learning
(http://www.aahe.org) The American
Association of higher Education…a list of “Best Practices.”
An Introduction to Online Assessment
(http://www.lc.cc.il.us/virtual_campus.nsf/87ff8a33284ba82b86256aaf006a2c91/c49c
b7a356 92be8286256ab5006e2da8?OpenDocument) )
Online Assessments
(http://www.cshe.unimelb.edu.au/assessinglearning/03) 34 strategies
for the
development on ongoing assessment as well as a TABLE of
objectives, modes of online
assessment and learning characteristics intersects.
Surface and Deep Learning
(http://www.dmu.ac.u,~jamesa/learning/deepsurf.htm) Clarifies
what
“surface” and “deep” learning are.
Surface and Deep Learning
(http://vccslitonline.cc.va.us/mrcte/deep_learning.htm)
Promoting
Deep Learning…asked faculty to consider what proportions of
their coursework and testing
supports Deep Learning.
Copyright Article
(http://chronicle.com/free/v49/i29/29a02901.htm.) Article discusses
the long-
awaited easing of the copyright restrictions.
Guidelines for online Course Delivery
(http://home.ubalt.edu/ntsbarsh/index.html ) The website
contains
information on developing and delivering good online
courses.
http://www.usdla.org/html/aboutUs/home.htmhttp://www.merlot.org/Home.pohttp://www.aahe.org/http://www.lc.cc.il.us/virtual_campus.nsf/87ff8a33284ba82b86256aaf006a2c91/c49cb7a356http://www.lc.cc.il.us/virtual_campus.nsf/87ff8a33284ba82b86256aaf006a2c91/c49cb7a356http://www.cshe.unimelb.edu.au/assessinglearning/03http://www.dmu.ac.u,~jamesa/learning/deepsurf.htmhttp://vccslitonline.cc.va.us/mrcte/deep_learning.htmhttp://chronicle.com/free/v49/i29/29a02901.htm
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Appendix: Forms, Worksheets, and Reference
39
Impact of the Internet on Learning and Teaching
(http://www.usdla.org/html/journal/MAR02_Issue/article01.html )
Website discusses successful
planning and operation of Internet-based courses and Offers
tips.
Learning Styles (http://www.vark-learn.com) Excellent web
resource on Learning Styles.
http://www.vark-learn.com/