Canisius Online Course Review Tool
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Canisius Online Course Review Tool Presentation Transcript

  • 1. Online Course Review Toolkit 1 2 3 4 5 The Canisius College Online Course Review Tool was developed to help instructors 6 7 8 evaluate their online courses. This checklist addresses best practices for delivery and management as well as Jesuit values that should also be infused in all of our courses. Simply make a copy of this tool for each course and check the boxes in each field to assess your course.Created by Leah MacVie for Canisius College
  • 2. Clarity Placement RelevanceProvide clear Categorize Educatedirections from content items students tothe student under goals or Goals and understand howperspective are objectives. content meetsprovided. objectives. Objectives 1
  • 3. Course Set-Up 2Announcements Calendar Introduction Content Folders Q+APost List when weeks Post a welcome Content folders Create a questionannouncements at begin and with contact info, house a weekly and answer forumleast weekly that assignments are a syllabus, introduction with to house allculminate the due on the course course checklist and the questions andprevious week calendar. expectations, and week’s downloads, answers for yourand prepare them You may also an discussion course.for the upcoming utilize a ice breaker activities, andweek. secondary discussion. assessments. calendar to Respond to each propose a introduction working posted. schedule.
  • 4. Preparation 3Readiness Directionals Course Design Completion RubricsStudents are Provide thorough Course design is Students know Display rubricsprepped to learn directions that consistent from what they must do before discussions,online including allow students to week to week, to complete the assignments, andnetiquette, easily navigate content is chunked course through assessments andtechnology through the course. vs. exposed all at clear grading use to providerequirements, once, also items policies, checklists, feedback.technology are clearly labeled. and finalsupport links, and product(s) they cancontent add to theirsupport. portfolio.
  • 5. Student to Student Student to Instructor Student to ContentProvide the opportunity for Be constantly present in the Students interact with thestudents interact with each course. Get to know each content through a variety ofother through student through mediums. Digital literacy,collaboration, discussion, and mentoring and coaching. Internet and technology,debates. Critical thinking is Inspire each student to downloadable files, audio,asked for in terms of design develop individually through video and simulations areand interaction. Encourage the content. integral parts of the course.students to share differentperspectives and experienceswith the group. 4 3 Types of Interaction
  • 6. Ignatian Pedagogical Paradigm 5Context Experience Reflection Action EvaluationMake Cura Create conditions Guide students Provide Include basicPersonalis, care for that include the through thoughtful opportunities that levels of evaluation:the whole person, students’ past reflections about challenge the quizzes, tests,a constant theme experiences so the content and imagination and projects, but alsoin the course, they consider the their thoughts of it. compel students to assess the students’allowing the you to whole of those In the process, take action and well-roundedunderstand the experiences they will learn create positive growth in theworld of the (feelings, insights, more about how change. content area andlearner so you can conclusions) in they learn. synthesis of it.best teach the their newcontent in a way learnings.that it applies tothe students’situation.
  • 7. Various Modalities 6Delivery Assignments ADA UDLStudents are able to Students have Closed-captions, Differentiatedread, autonomy when transcripts, and alt- delivery methodslisten to, or watch creating text is used to help help learners tothe content. assignments, such those with choose their as choosing to disabilities access preference for incorporate the content. learning the writing, material. technology or research.
  • 8. Tech Support AssignmentsStudents know how to Students know how tofind help with find answers to contenttechnology issues. related questions.Course contains links Course contains linksto the help desk,tutorials, andresources. to the tutoring center. Support 7
  • 9. Maintenance8 Feedback Updates Students are able to provide The course is thoroughly feedback at multiple points in checked and maintained to the course. Feedback is applied provide current and trending info to make the course better. as well as to fix broken links and missing files.
  • 10. References• California State University. (2012). Rubric for online instruction. Retrieved from http://www.csuchico.edu/celt/roi/• California State University. (2012). Rubric for online instruction. Retrieved from http://www.csuchico.edu/tlp/resources/rubric/rubric.pdf• Online Course Development Guide and Rubric. (2012).Online course development guide and rubric. Retrieved from https://files.pbworks.com/download/kSCH3EFBns/ablendedmaricopa/1240547/LEC_Online_cour se rubric.pdf• Las Positas College. (2012). Best practices in designing online courses. Retrieved from http://lpc1.clpccd.cc.ca.us/lpc/blackboard/best_practices/• Delich, P. (2012). Online course rubric . Retrieved from http://elearningnetworks.com/materials/OnlineCourseRubric.pdf• Wells, M. (2006). Hcc online course evaluation rubric july, 2011. Retrieved from http://de.hccs.edu/Distance_Ed/DE_Home/faculty_resources/PDFs/OnlineCourse_EvaluationRubr ic_09.pdf• Ekhaml, L. ,& Roblyer, M. D. (2000). A rubric for assessing interaction in distance learning. Retrieved from http://www.westga.edu/~distance/roblyer32.html• none listed. (2012). Online course evaluation rubric. Retrieved from http://raleighway.com/raleigh/online/OnlineCourseEvaluationRubric.pdf• Garrett College. (2012). Gc online course checklist. Retrieved from http://www.garrettcollege.edu/bb_support/course_checklist.pdf• Creighton University. (2012). Online course design review rubric. Retrieved from http://www.creighton.edu/fileadmin/user/online- learning/docs/Online_Course_Design_Rubric_AADEC_3-28-08__2_.pdf• Yuba Community College District. (2012). Grading rubric for initial discussion posting. Retrieved from http://de.yccd.edu/Data/Sites/1/userfiles/gradingrubric_discussion.pdf• Inver Hills Community College. (2012). Online course peer review rubric. Retrieved from http://www.inverhills.edu/online/faculty/peerreview/OCPR.Rubric.pdf• Peirce, W. (2003). Metacognition: Study strategies, monitoring, and motivation. Retrieved from http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm• Kolvenbach, P. (2005, September). Jesuit education and ignatian pedagogy. Retrieved from http://www.ajcunet.edu/Distance-Education---Ignatian-Pedagogy
  • 11. About this Tool• This work is licensed under the Creative Commons Attribution 3.0 United States License. To view a copy of this license, visit http://creativecommons.or g/licenses/by/3.0/us.