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Instructor Structure Meets
Developing Not Present Not Applicable Remarks and/or suggestions:@ Narrative category responses - Anticipated Course Modifications:B Checklist for Instructor Review of Online and Hybrid Course DesignI Narrative support of checklist category responses - Instructional Design:B Narrative support of checklist category responses - Communication:? Narrative support of checklist category responses - Assessment:A Narrative support of checklist category responses - Web Design: _ Narrative support of checklist category responses - Instructional Strategies and/or Group Work:E Narrative support of checklist category responses - Student Feedback: A. Introductionj C. Definitions of Checklist Categories - simply enter an "X" in the appropriate column for each category. ( F Meets - Evidence of criterion is clear and appropriate for the course. j Developing - Evidence of criterion is present, but needs to be presented more clearly or better developed.
) Course prefix, number, section, and titles Not Present - Evidence of criterion is not present in course but should be, based on the course design and content. I J K L Narrative support of checklist category responses - Explanation: The narrative areas of this document are to be used for abbreviated details and/or explanations of the ratings for the specified area. For items designated "Meets" the criterion, no further explanation may be necessary. A very brief explanation is required for all "Developing" such as planned improvements and for "Not Present" such as planned additions. All "Not Applicable" require justification for omission. _ THE FOLLOWING CRITERIA ARE NOT REQUIRED, HOWEVER ARE RECOMMENDED TO SUPPORT STUDENT LEARNING. B. Basic Information Consistency File Types and Attachments Course Menu
Grade book Not Applicable - Evidence that criterion is not present in the course and justification as to why it is not necessary based on the course design and content. e I b. State requirements for student participation and interaction clearly.
w Employ multiple methods, such as quizzes, tests, discussions, essays, projects, and surveys to assess student learning. ; < C D : Conduct assessments and evaluations throughout the course. $ 8 7 State the length of time allowed for quizzes and exams. ; Provide a date/time when the assessment will be available. f Student Self-assessment - Provide access to practice assignments/quizzes with feedback to students. ) H J a. State the group's overall task with clear and concise outcomes that are appropriate, reasonable, and achievable within the time frame provided.
K b. Provide rules for forming groups and assigning roles within each group.
D J ? c. State benchmarks and expectations for group participation. < B d. State how, when, and where the final product will be delivered. 9 " This checklist has been created to support the process of a self review of an online or web-blended course in order to maintain continuous quality, to enhance student learning, and to assure course standards contribute to the fulfillment of 91ɫ's mission statement. Criteria included in the checklist are based on a current literature review and are primarily adapted from the University of Maryland Online FIPSE Project: Quality Matters and the Illinois Online Network: Quality Online Course Initiative (QOCI). \ c. Organize public discussions in clearly defined forums and/or threads, blog postings, etc.
l a. Define activities and the appropriate tool (discussions, blogs, wikis, etc.) and link on the course menu. [ X a. Describe the type of feedback students will receive and where they will receive it.
7 V q a. Use proper naming conventions (numbers, letters and dashes only - no special characters) when attaching files. \ ] M a. Sequence and organize content in a format that learners easily understand. Links TextF a. Use a consistent layout design to orient users throughout the site.5 a. Use clear, static images. Avoid animated images.e b. Group or "chunk" information to help students learn the content and to avoid excessive scrolling. a. Delete or hide unused links.M c. Make sure your course contains no broken links or other link malfunctions.m b. Use alt texts/long descriptions for all images so that they communicate the same information as the image.. c. Optimize Image files for efficient loading. d. Verify that all YouTube videos function properly. Linking YouTube videos in the course using the Blackboard YouTube mashup tool insures this outcome. Z c. Explains the purpose of course elements such as discussions, assignments, quizzes, etc. d. States the preferred method of private communication with the students and your response time for answering questions not to exceed 48 hours, except for holidays and recesses. * d. Delete any redundant links on the menu. F.Q b . D o n o t u s e c l i c k h e r e a s a l i n k . I n s t e a d , u s e a t e x t d e s c r i p t i o n o r t h e U R L . o a. Use sans serif fonts (Arial is sans serif, Times New Roman is serif). Use the same font throughout the site.y b. Avoid overuse of all CAPS, bold, and italics. Avoid underlining text as a screen reader may interpret this as a link. c . U s e h i g h c o n t r a s t b e t w e e n b a c k g r o u n d a n d f o n t c o l o r ( u s e d a r k f o n t o n l i g h t b a c k g r o u n d s u s e o f b l a c k f o n t o n w h i t e b a c k g r o u n d i s r e c o m m e n d e d ) . Audio/VideoT b. Provide a written transcript for all files that do not provide closed captioning. c. Ensure that the file length is adequate to meet the goals of the activity but not too large to restrict downloading on computers with lower bandwidths. Communication - Refers to course elements that encourage public and private content exchanges among students and between instructor and students.
G. a. Make sure that audio files and videos linked to publisher websites open and play clearly and correctly. Linking audio/video elements in the course using the Audio or Video tool will accomplish this. e. Explains that communication takes place outside of Blackboard using the student's 91ɫ email account, if the email tool is used._ a. Structure the course menu so that it is sequential and learners easily find course elements. ) b. Use brief yet descriptive link names. r b. State that graded course materials will be returned with feedback no later than one week from their due dates. Assessment - Refers to the processes used to measure student achievement of learning objectives, including quality and quantity of work.
H. Student Feedback - Refers to the ongoing processes used to gain feedback from learners for the purpose of course improvement, such as the use of CATs, blogs, anonymous surveys, and email. These are in addition to the standard, online, end-of-course surveys. I. * Continuous Quality Improvement - Based upon the application of the above checklist, you may or may not need to modify the course. During Program Review, faculty teaching online and web-blended courses will be asked to complete this checklist. If some anticipated modest or major changes to the course are listed above, please use the following section to expand on the details of the changes to be made and the justification for doing so. If appropriate, explain the method(s) of assessment will be used to determine the effectiveness of such changes. J. Z Enhanced Instructional Strategies - additional considerations to enhance student learning. K. Remarks/Suggestions - Please use the following area to provide any input concerning the use of this checklist or any of the procedures you were asked to< follow. Suggestions for future changes to this form or to the online course maintenance and improvement process are encouraged. Group Work - Refers to those activities that require students to collaborate on a specific outcome (e.g. Report, PowerPoint, presentation, etc.) Group work is not required, but if used it should include the following criteria.C c. Instructions for all activities are complete and easy to follow.R Is the course fully online or web-blended? If the latter, how often does it meet?n Is there a publisher's system paired with this course? If so, which one? (For example, McGraw-Hill Connect) ' Date that you self-reviewed your course H Course version used for your self-review (year, semester, prefix, title) Design Elementsa Instructor - Student - Include learning activities that foster instructor - student interaction. R a. Link the appropriate communication tool (email or messages) on the course menu.k Student - Student - Include learning activities that foster student - student interaction as appropriate. 2 7 i j J Instructor Feedback on public discussions, assignments, quizzes and exams. { a Link the grade book on the Blackboard course menu or on the menu within any alternative course delivery environment used. E. Instructional Design - Refers to the systematic development of a course based upon student learning needs as defined by the learning objectives. < b. Description - A course title and description is provided.b c. Course Goals & Objectives - The course and/or unit goals and objectives/outcomes are provided. d. Materials - Students are provided with a list of supplies such as textbooks and other instructional materials needed for the course, including technical information and software requirements.7 Course Orientation - Provide a course orientation that Learning Styles - Address students' diverse learning styles. For example, include PowerPoint presentations, audio lectures, written assignments, public discussions, blogs. Wikis, etc. Textbook - Integrate text, when required, with other course resources and activities, for example, by referencing the textbook in assignments.
Copyright - Copyright and fair use laws met. (NOTE - Link to a public source rather than making a copy of the contentfor inclusion in the course.)
4a 4b If your course is paired with a publisher's system, what is the name and phone number of your sales rep? Annette may need this when she sets up your course for review.} All online instructors are asked to complete the ADA Compliance Workshop. Please enter the semester and you you completed it. At least once every three years, all online faculty must complete a refresher session conveying updated online teaching best practices/changes to Blackboard. Please enter the date/title of the last session you attended. Ice Breaker - Provide students with a way to introduce themselves to each other as a way of encouraging synergy within the course. f. Grading Policy - The grading policy is provided, which includes an explanation of student participation, penalties assessed to grades, if applicable, and extra credit, if offered.] e. Evaluation of Student Achievement - The different ways students are assessed are listed. R g. Grading Scale - This should define letter grades and/or weights, if applicable.b b. Use the calculated column feature that continually shows students their current grade averages. Graphics/Images Technologies Outside Blackboard Calendar - Provide a calendar of due dates and other events. Web-blended courses should also include dates of face-to-face meetings. If Blackboard's interactive calendar is used, the course should also include one that is printable. a. Provide instructions for accessing technologies (publisher materials, for example) outside of Blackboard. This should include the URL, course ID, and instructions for creating an account, if applicable.C a. Instructor Information - name, contact information, availabilitym h. Course Content - Students are provided with a list of topics that will be covered throughout the semester. i. Policies - A code of conduct (netiquette), instructor and departmental policies, plagiarism, academic integrity policies and accommodation, diversity, and academic continuity statements are included. D. ADA Compliance and Web Design Refers to the design and ADA compliancy of the web pages and audio/visual components under the instructor's control. g b. States clearly how to get started in the course, including what to do the first day, the first week.
Course Syllabus - Include a Course Syllabus that contains the information below. (NOTE: If the course syllabus is written directly on a page in the course, a printable PDF version must also be provided.)
, a. Contains a course syllabusQ c. Move template links (Student Success Center) to the bottom of the course menu.F b. Maintain files in PDF format to ensure that all users have access. d. Refrain from using blue, green and brown together on the same screen or document as they look the same hue to those who are color blind.# State a due date for each activity.t f. States how often you log into the course, at minimum 5 out of 7 days a week, except for holidays and recesses.
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