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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 ......................................................................... 37

Websites ........................................................................................................................... 379

Working Papers: Distance Learning Program Guidelines December 15, 2005

2

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


3

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.


4

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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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


6



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


7



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


8



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


9

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.


10

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.


11

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


12

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


13

Competency

Domain

Levels of Ability,



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


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;


14

Competency

Domain

Levels of Ability,



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


15

Competency

Domain

Levels of Ability,



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


16

Competency

Domain

Levels of Ability,



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


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


17

Competency

Domain

Levels of Ability,



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


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?


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


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


22







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


23







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)


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: __________________________________________________________________



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.


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


26



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.


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.


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


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:


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.


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.


31

Summary of Online Course Reviews

Course is: Recommended Not Recommended

Course: __________________________________________________________________

Platform: _________________________________________________________________

Dean or Authorized Designation: ______________________________________________

e-learning Program Coordinator: _______________________________________________


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.


student input and feedback

I provide for student feedback

about instructional design

I provide for feedback that is

regularly integrated into the


33


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.


students to receive feedback about their own performance

that are infrequent and sporadic.


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


34


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.


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.


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

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.


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


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/

online faculty development and assessmentdocushare3.dcc.edu/docushare/dsweb/get/document-4304/online...

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