1 minuteExplain to the participants that there are 4 main sections (Course Design, Interaction and Collaboration, Assessment, Learner Support) in the rubric. This workshop focuses on the fourth section, Learner Support. Tell the participants that the complete rubric is located in the Participant’s Guide.
1 minute Tell the participants that there are seven main subsections for Learner Support, which will be described in more detail in the following slides. Orientation to course and LMSSupportive Software (Plug-ins)Instructor Role and InformationCourse/Institutional Policies and SupportTechnical Accessibility Issues Accommodations for DisabilitiesFeedback
2 minutesReview the seven main parts of the Learner Support subsection of ECP rubric.
Transcript of "Designing an exemplary course series learner support"
Designing an ExemplaryCourse Series
22Workshop ObjectiveBy the end of the workshop, participants will be able to:– Identify the elements of learner support from theBlackboard Exemplary Course Program Rubric.
44Blackboard Exemplary Course ProgramExemplary Course Program
5Exemplary Course Program RubricCourse DesignInteraction andCollaborationAssessmentLearner Support
6Learner SupportOrientation to Course and LMSSupportive Software (Plug-ins)Instructor Role and InformationCourse/Institutional Policies and SupportTechnical Accessibility IssuesAccommodations for DisabilitiesFeedback
77ECP Winner 2012 Course TourExemplary Course Tour
88Supporting Diverse Learners1. Orientation to Course and LMS– Clearly labeled tutorial materials that explain how tonavigate LMS and course– Tutorials are found easily and facilitate easy return toother areas of the course– Tutorial materials support multiple learning modalities Audio, visual, and text-based
99Supporting Diverse Learners2. Supportive Software– Clear explanation of optional or required softwareincluding additional costs found within the course– Software required to use course materials is listedwhere it can be captured and installed– Links are located within the course where learners willuse the materials
1010Supporting Diverse Learners3. Instructor Role and Information– Contact information for the instructor is easy to findand includes multiple forms of communication– Expected response time for email is included– Instructor role within the course is explained (forexample, whether he/she will manage tech questions)– Instructor’s methods of collecting and returning workare clearly explained
1111Supporting Diverse Learners4. Course/Institutional Policies and Support– Links to institutional policies, materials, and forms forlearner success are clearly labeled and easy to find– Links allow easy navigation from the course to theinformation and back– Policies regarding decorum, behavior, and netiquetteare easy to find and written clearly to avoid confusion– Links to institutional services such as the library orwriting center are clearly labeled and easy to find
1212Supporting Diverse Learners5. Technical Accessibility Issues– Course materials use standard formats to ensureaccessibility– If specific software is required to which learners maynot have access, alternative file types are provided– Large files are identified to help learners considerdownload times; alternative (smaller) files areprovided where appropriate– Videos are streamed whenever possible and graphicsare optimized for web delivery
1313Supporting Diverse Learners6. Accommodations for Disabilities– Supportive mechanisms allow learners withdisabilities to participate fully in the online community– Design and delivery of the content integratealternative resources or enable assistive processes– Links to institutional policies, contacts, andprocedures for supporting learners with disabilities areincluded and easy to find– Design factors such as color, text size, manipulations,audio, video controls, and all tags reflect universalaccessibility considerations
1414Supporting Diverse Learners7. Feedback– Learners have an opportunity to give feedback to theinstructor regarding course design and course contentboth during course delivery and after coursecompletion– Feedback mechanisms allow students to participateanonymously in course evaluation
1515Learner Support Tips– Use a “Start here” or “Orientation” menu section to putall learner support materials– Create a welcome letter, as well as posting contactinformation– Include guidelines for decorum, behavior, andnetiquette in the “Orientation” area as well as the firstdiscussion forum– Create a survey to get formative feedback from thestudents
17Learner SupportOrientation to Course and LMSSupportive Software (Plug-ins)Instructor Role and InformationCourse/Institutional Policies and SupportTechnical Accessibility IssuesAccommodations for DisabilitiesFeedback