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Christa Mariakis Mathis

ITEC 7481: LMS Coursework Document Template for Meeting the Requirements of the Online Course Assessment (OCA)

Directions: Add a screen shot and description for each section to document your LMS design and development work in each area.

I. Online Course Development [FIELD EXPERIENCE] - Candidates will use a learning management system (LMS) to develop a high-quality K-12 online course that incorporates research and best practices in online learning for children and/or adolescents. The course will contain the following:(note: Key diversity components are italicized and underlined) - (TOTAL SECTIONS A-G = 300 POINTS)

Element Screen Shot Description

A. A Welcome Statement and Site Navigation Instructions (2.1.2); (1.1.6)(15 points)

1. Welcome Statement

This is the first page the students will see when they log on to Canvas. This page is a welcome to the course and it also holds all the different units the students will be working through the course.

Template by Julia S. Fuller, 2014 1


2. Site Navigation Instructions

Students will be able to click on the link “Short Into to Canvas” and the link will take them to the next screen shot. This will bring up a video made from Jing. I created this screencast to show the students navigation around the Canvas course.



B. Basic Support, Directions, and Guidance , including:(30 points)



1. Overview of the types and specifications of the technologies (hardware, software, and peripherals) to which students must have access in order to complete the course (Note: Required technologies and specifications should be reasonably accessible to students in order to ensure equitable access to digital content employed in the course) (1.1.1);

Students can see what they will need in order to perform in this course successfully. This page also has their school supply list for all classes located here.



(2.1.6)2. Ideas for

gaining access to these technologies via public or low-cost means should a student not have home access to the necessary technologies for the course (1.1.1); (1.1.7); (2.1.6)

This page will help students who do not have access to the internet friend locations that will provide free wifi. If also lets students know about how they can access technology if they cannot provide for themselves.



3. Overview of technical skills needed to successfully complete the course (1.1.1); (1.1.7); (2.1.6)

This page provides students with help in knowing what skills they need in order to use this LMS correctly. The second screenshot shows the first of 10 helpful skills to have in order to use the LMS correctly.



4. Links to technical documentation and online tutorials to assist students in acquiring the technical skills needed for the course (1.1.1); (1.1.7); (2.1.6)

The screenshot shows the first of 10 helpful skills to have in order to use the LMS correctly. This link is provided in the HELP module. The students can access this link anytime during the course.



5. Links to technical support resources and directions to assist students in case of technical difficulties with LMS or with course content (1.1.7); (2.1.6)

Students can click on the “Help” link to access Canvas technical support. There, they can also access Canvas resource guides and help forums.



6. ADA- compliance statement by the LMS publisher (2.1.6)

I have linked in the ADA compliance statement from Canvas. The second page is one of many pages that allow users see what their ADA statement is about.



7. Instructor statement on how universal design principles were applied in constructing the specific course within the LMS and class-specific instructions on how students with documented ADA disabilities can access the course content/receive required support services (2.1.6)

I have made it clear to the students that they can contact me if they are having trouble using Canvas or if they are unable to use Canvas.



8. Instruction s how students who believe they may have an ADA disability can receive testing and diagnostic services (2.1.6)

Students can click on the “Disability Help” link. Here they can find resources about getting help. They can also access information on ADA testing and services.



9. Definitions of Netiquette and expectations for teacher and student behavior in online discussions, email, synchronous meetings, and other forms of communication to be used in the course (2.1.6), (3.2.1)

I have attached a link to help students understand Netiquette.



C. Community Building Activities , including:(15 points)



1. Instructor introductions (2.2.2); (2.6.3)

I have created a discussion board and made the initial post introducing myself to the student. Throughout the course, I will add more information about myself.



2. Methods for students to introduce themselves to one another and to set foundations for an accepting learning community, that values diversity among members (2.2.2); (2.6.3)

Students will also use this discussion post to help their classmates learn about themselves.



3. Methods for students to provide instructor and peers with information about their current knowledge on the content to be covered, their personal/professional experiences, and their learning styles/preferences (2.2.2); (2.6.3); (3.2.1); (2.3.1)

Students will use this discussion board to let me learn about their learning styles. Here, I will be able to see ways students like to learn in the classroom.

D. Course Syllabus and Orientation to Course Syllabus , including:(45 points)

1. Terms of class interaction for both teachers and students,

[Insert Screen Shot] [Insert Description]



including attendance policy for synchronous activities (2.2.3); (2.2.4)

2. Teacher contact information and guidance (2.2.3); (2.2.4)


3. Information on teacher response time to questions and assignments (2.2.3); (2.2.4)


4. Information on how to receive instructional support from teacher and other support services, as appropriate (2.2.3);




(2.2.4)5. Grading

criteria (2.2.3); (2.2.4)


6. Policy for submitting and grading late assignments (2.2.3); (2.2.4)


7. Academic honesty and copyright/privacy policies (2.2.3); (2.2.4)


8. Appropriate behavior expectations (2.2.3); (2.2.4)


9. Consequences for violating academic honesty, copyright/privacy policies, and behavior expectations




10. Clear, measurable course goals and learning modules objectives (2.2.3); (2.2.4)


11. Course schedule (2.2.3); (2.2.4)


12. Required assignments (2.2.3); (2.2.4)


13. Procedures for submitting assignments (2.2.3); (2.2.4)


14. Alignment grid showing how assignments, assessments, and standards-based learning goals are related to one another (2.5.1);




(2.5.5)

E. Learning Modules (at least three) that:(105 points)

1. Clearly outline required learning activities that will help students achieve learning standards associated with the module (2.5.1)

This is the module page where the students will find all their resource and content pages. This page provides each lesson as a content page. I have also attached a content page to show what all the other pages will look like. The pages will differ with the content and resource.Each link will provide the students with correct resource. Every instruction is in pink for the whole course so the students



can see what a direction is and what is information/content.



2. Provide authentic, relevant, and real-world learning experiences for students to engage with content (2.5.6); (2.6.4)

This is a screen shot of a game/interactive lesson. The students will start here and will be taken through the lesson. The lesson will talk about how the plate boundaries separate different countries and continents. I have also put a screen shot of another page of this lesson to show how is helps then connect it to the real world



3. Provide opportunities for meaningful instructor-student and peer-peer interaction to support learning (2.6.3)

This is one of the discussions that the students will be participation in during this module. Here the students will answer the questions posted by the teacher. The teacher will be able to give feedback to the students and assess their knowledge of the content. The students will also comment on each other which will allow for them to have interaction over the content.



4. Appropriately use both synchronous and asynchronous learning opportunities to support learning (1.1.4)

Here is where the teacher will create a synchronous session with the class. Students will be abel to join the session once the session is completed. (I did not complete one because I did not want my students to think we were having one at this moment.) Students can also request, individually, a session with the teacher if needed.



5. Incorporate visual resources into online modules (1.1.3)

Here, I have embedded a BrainPop video for the students to watch on Earthquakes. There are many videos throughout this module. Some of the videos are linked within the pages and some are embedded into the page.



6. Effectively use and incorporate subject specific developmentally appropriate software in an online learning module (1.1.6)

Students will be able to use BrainPop throughout the module. There are many BrainPop videos that the students will watch and complete the activities that go along with the videos to learn more about the content.



7. Engage students in active roles in their learning process and opportunities to construct meaning (2.6.5)

I have added a WebQuest to the student’s module to allow them to be in control of their own learning.



8. Elicit a response from the student comparable with the level of competency demanded in a related task (2.5.6)

I have created a quiz for the students to take once they have completed the module. This quiz will show the teacher if the students understand the content and will allow for the teacher the see if there needs to be re-teaching.



9. Assist students to consider meaning, reflect on new knowledge, and assimilate/apply information (2.6.5)

This is a walk- through lesson the students will go through to learn about how the Earth’s crust has plates that move and that it once was one big piece of land called Pangea. This lesson show real world evidence that proves this theory. This picture is of the Himalayan Mountain. It shows the students the two plates that collided to create the mountains.The second shot is a game the students will go through to use their new knowledge. .



10. Apply technology to engage students in higher-order thinking skills and creativity (2.1.11)

There two shots are from a game the students will play. It makes them think about what they have learned and requires them to use higher order thinking to place the correct answer in the correct spot.



11. Differentia te instruction based on students’ diverse talents and learning needs (2.1.9); (2.6.1)

I created a NearPod that the students will go through for Homework. This NearPod will have students answering questions, taking quizzes and watching videos.



12. Differentia te instruction based on students’ special education modifications, age, cultural and linguistic background, academic achievement, cultural background, and experiences (2.6.1); (2.6.2)

Each module will provide age appropriate material that will challenge their thoughts and allow the students to dig deep into their knowledge to find their answers to complete the module.



13. Address multiple intelligences, including the needs of visual, auditory, and tactile learner (2.5.2), (2.5.7)

Students will watch this Bill Nye video on the Earth’s Crust. They will also be filling out the notes page. This will be beneficial to all learning styles: visual, auditory and tactile.



14. Include appropriate citations and ethical/legal use of copyrighted material

I have cited where I gathered the pictures used in this module. If the picture is linked to a site, I added the address of where I got the picture below. If the picture is not used as a link to a site for the student, I linked the picture to the site where the picture came from.

F. Assessments of Student Learning that:(60 points)

1. Make evaluation criteria CLEAR to students through well-constructed, rubrics, checklists,




grading forms, etc. (3.1.1)

2. Address ALL learning standards associated with the course/learning modules (2.5.1)


3. Address multiple intelligences, including visual, auditory, and tactile learning styles (2.5.2), (2.5.7)


4. Use authentic assessment strategies to determine student acquisition of knowledge and skills (2.5.3)


5. Include [Insert Screen Shot] [Insert Template by Julia S. Fuller, 2014 44


pre- and post- testing to show student growth in content knowledge (2.5.5)

Description]

6. Are reasonable expectations given the learning activities included in the course (2.5.5), (2.5.6)


7. Require students to engage in authentic performances to show mastery of content (2.5.6)


8. Are modified to accommodate special education needs, student




age, cultural background and experiences (2.6.2)

9. Are valid (i.e., adequately sample the content that they are designed to measure) and reliable (i.e., produce consistent results from administration to administration) (3.1.1)


10. Are implemented in ways that insure instrument validity and reliability (3.1.2)


11. Include varied and




multiple ways to assess each learning standard (3.1.3)

12. Gather appropriate background and content knowledge assessment data throughout the course for each student, so that instruction can be customized to students’ group and individual learning needs throughout the course. (3.3.1)


13. Provide both formative and




summative assessment practices, including opportunities for students to self-assess, receive peer feedback, and receive ongoing response on performance from the instructor (3.2.2)

G. Evaluation of Course Materials and Instructional Practices including:(30 points)

1. An evaluation of student readiness to engage in online learning, in general, and the specific modes of delivery




used in the course (3.2.1)

2. Student input on course materials the course so that ongoing improvements to course content and delivery can be made for ALL learners (2.5.4)


3. Opportunit ies for evaluating teaching effectiveness within the online environment (i.e., classroom assessment techniques, teacher evaluations, teacher peer reviews) so that




ongoing improvements can be made for ALL learners (3.3.4)

The Online Course Assessment (OCA) is completed in ITEC 7481 Designing and Developing Online Learning. It assesses the candidate’s ability to develop a syllabus for an online course in education. It assesses PSC standards (1.1.1), (1.1.3) (1.1.4), (1.1.6), (1.1.7), (2.1.2), (2.1.6), (2.1.9), (2.1.11), (2.2.2), (2.2.3), (2.2.4), (2.5.1), (2.5.2), (2.5.3), (2.5.4) (2.5.6), (2.5.7), (2.6.1), (2.6.2), (2.6.3), (2.6.4), (2.6.5), (2.6.8), (3.1.1), (3.1.2), (3.2.1), (3.2.1), (3.2.3), (3.3.1), (3.1.3)


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