2. Assigning Credit Hours
Assumptions
Credit hours are based on instruction and work assigned.
Required and recommended resources are completed using critical thinking concepts and
tools.
o Reader has a purpose, raises questions, uses information, utilizes concepts, makes
inferences, identifies assumptions, generates implications, embodies a point of
view
Written assignments are completed using the writing process.
o Prewriting, drafting, revision, editing, final draft
o Current APA formatting
Interactive discussions include analytical thinking and critical reflection.
o Responses are understandable, accurate, precise, and relevant, contain
complexities and multiple interrelationships, make sense without contradictions,
significant, and justifiable.
Research includes a comprehensive exploration of sources that provide substantive
review of the topic assigned.
o Literature review, web-based media, case studies, current events, research data
Process
Step 1: Identify all course components required in-class.
Step 2: Identify all required assignments.
Step 3: Identify scheduled hours of class availability.
3. Step 4: Assign approximate time-on-task for each component using estimations from:
Full-time faculty expertise
Currently enrolled students
Alumni
Random sampling of texts
Reference librarians
Recommendations
1. Determine the minimum number of course components required to meet credit hour
requirements.
2. Analyze estimated hours of completion for reading text by measuring lexical density.
Lexical Density Tool
http://www.usingenglish.com/resources/text-statistics.php
Gunning-Fog Formula
http://www.idph.state.ia.us/health_literacy/common/pdf/tools/gunning.pdf
3. Require grading of all discussions and assignments with established rubrics.
4. Graduate Credit Hours = 3 Units
Scheduled :
Five weeks, Sunday-Saturday, 24 hours.
Required In-class assignments: Required Assignments
Biweekly announcements Two Discussions Weekly (12 assignments)
Syllabus Five Written Assignments (Mid-terms)
Course Materials Final Project ( Term Paper)
Course Guide Required Readings
Course Grading Research
About Discussions Multimedia/Lab Assignments
Student Responsibilities and Policies Introduction
Technology Resources and Requirements
Meet Your Instructor Additional Introductory Course Requirements
Faculty Expectations Critical Thinking Module
Instructor Feedback
Gradebook
Weekly Instructor Guidance
Writing (posting) and Reading Discussions
Required Responses (22 minimum)
Required Resources: Assistive Resources
Textbooks Disability Services
MyEducationLab Technology Support
Multimedia Tools
Recommended In-class resources:
Ashford eLibrary (Tutorials, credo reference, ebrary, EBSCOHost, ERIC, JSTOR, Mergent, NewsBank,
NoodleBib, Project MUSE, ProQuest, Reference USA, RefWorks, SAGE Journals Online, Virtual Vertical
File, Westlaw, WorldCat, World Boook Online)
Technical Support
Disability Services
Ashford Café
Email
Webliography
Doc Sharing
Ask Your Instructor
Check Assignment Status
Waypoint Rubrics
Practice Items (Study Mate: flashcards, pick a letter, fill in the blanks, matching, crosswords, quiz,
challenge , glossary, iPod and small screen device downloads)
Ashford Writing Center
Turnitin
Writing Reviser
Recommended Reading
Recommended Websites
5. Course Map Example:The course map illustrates the careful design of the course through which
each learning objective is supported by one or more specific learning activities in order to create
integrity and pedagogical depth in the learning experience and verify credit hours.
ECE601 Assignment Course Map
LEARNING OUTCOME WEEK ASSIGNMENT
1. Analyze the historical developments of 1 ECE Governance
early childhood education upon current 3 The Role of Play
issues related to public policy and 3 Whole Child Theories
advocacy for young children. 6 Effective Advocates
6 Final Paper
2. Examine the theories and models of early 1 High-Quality Child Care
childhood education as they relate to 2 Degree Program
quality programming. 2 Working with Diverse Learners
2 Professional Preparation
3 The Role of Play
3 Whole Child Theories
4 Inclusion
4 Literature Lesson
5 Assessing Young Children
6 Effective Advocates
6 Final Paper
3. Identify key issues and trends in early 1 ECE Governance
childhood programs. 1 High-Quality Child Care
2 Working with Diverse Learners
2 Professional Preparation
3 The Role of Play
4 Inclusion
4 Literature Lesson
5 Assessing Young Children
6 Parents as Partners
6 Effective Advocates
6 Final Paper
4. Examine the professional field of early 2 Degree Program
childhood education in understanding the 2 Working with Diverse Learners
qualifications, competencies, careers, and 2 Professional Preparation
professionalism. 5 Assessing Young Children
6 Final Paper
6. Credit Hour Calculations
Student Contact
Course components
Instructor Guidance
Instructional Feedback
Introduction
Response to classmates
Assignments/Homework
Discussions
Case Study
Debate
Survey
Analysis
Embedded Activities
Required Research
Critical Thinking
Question Answer Relationship (QAR)
Blooms
Written Assignments
Length
Research Required
Format
Required Resources
Assigned Reading
Videos
Additional Learning Resources/Activities
Simulations
Journals
Quizzes
Practice Items
Labs
Portfolios
Interactive Assisted Learning Activities
Games
7. Instructor Guidance and Feedback
Full-time faculty has initiated a peer review process that will include requirements for content
developed by course faculty that meets or exceeds the established credit hours and aligned with
the course learning outcomes. The review process will include monitoring of online faculty by
both Full-time faculty and the vertically aligned Instructional Specialists to assure requirements
are met.
That content will include:
Instructor Guidance Requirements
Support aligned to all aspects of learning activities that include and are equivalent to a one-hour
lecture:
o Instructors personal experience and expertise
o Examples of best practices in the field
o Learning strategies for completing assignments (helpful hints)
o A minimum of two additional learning resources (content websites, articles,
research, illustrations, case studies, blogs, etc.)
o Models and constructs
o Inspirational and motivational guidance
Instructor Feedback Requirements
Feedback must be completed for 25% of the student population for each threaded
discussion with a minimum of one response for every student by the end of course.
Instructor response must include a question that elicits critical thinking and requires a
substantive student response.
Instructional Feedback Requirements (previously identified as Announcements)
Provide anticipatory information to facilitate student mastery of weekly learning
activities on or before the first day of each week.
Provide whole class feedback highlighting student progress and identifying areas for
further discussion between days four and five of the week.
At least two digital assets must be included within Instructional Feedback over the
duration of the course.
o Digital assets include video, images, hyperlinks, apps, Web 2.0 tools, wigits,
audio, etc.
Inspirational and motivational guidance.
8. Proposed Instructor Discussion Board Response Matrix (March 1, 2012 Update)
Jeff Hall/Morgan Johnson
DRAFT
Response requirements for courses with Teaching Assistants
Enrollment Forum Required Response Faculty Time
Rate Required*
40 or less enrolled Post your Introduction 100% Up to 4 hrs
40 or less enrolled Weekly Discussion Forums (1 & 2) 40 responses 4 hrs
Response requirements for undergraduate courses without Teaching Assistants
Enrollment Forum Required Response Faculty Time
Rate Required*
40 or less enrolled Post your Introduction 100% Up to 4 hrs
25-39 enrolled Weekly Discussion Forums (1 & 2) 25 responses 2.5 hrs
15-24 enrolled Weekly Discussion Forums (1 & 2) 30 responses 3 hrs
14 or less enrolled Weekly Discussion Forums (1 & 2) 100% in each forum Up to 2.8 hrs
Response requirements for graduate courses
Enrollment Forum Required Response Faculty Time
Rate Required**
40 or less enrolled Post your Introduction 100% Up to 4 hrs
25 or more enrolled Weekly Discussion Forums (1 & 2) 15 responses 2.5 hrs
11 – 24 enrolled Weekly Discussion Forums (1 & 2) 20 responses 3.33 hrs
10 or less enrolled Weekly Discussion Forums (1 & 2) 100% in each forum Up to 3.33 hrs
*Time allotted for each discussion response: 6 minutes undergraduate
**Time allotted for each discussion response: 10 minutes graduate, except introduction
Additional activities for remaining hours:
Assignment evaluation for courses without TA (use of Waypoint or course rubric required)
Discussion board grading (use of discussion board grading rubric required for all instructors)
Follow-up discussion responses (i.e. student response to instructor response)
Weekly guidance
Announcements (a.k.a. instructional feedback)
E-mail
Faculty expectations & instructor information page (Week 1 only)
9. CREDIT HOUR EQUIVALENCY CALCULATIONS
Evidence of Course Learning Outcome Mastery
Course:
Estimated Student
Course Component Academic Engagement Actual TOTAL
Time
FORMATIVE WRITTEN
150 min/page
ASSIGNMENTS
SUMMATIVE WRITTEN 300 min/page
ASSIGNMENTS
DISCUSSIONS: initial
120 min/discussion
posts and responses
MULTIMEDIA 45 minutes/minute or per slide
PRESENTATIONS
60 minutes
REFLECTIVE JOURNALS
Evaluated on a case-by-case
COLLABORATIVE GROUP
basis, not to exceed 10
PROJECTS
hours
CASE STUDIES ANALYSIS 120 min/page
45 minutes/question
INTERVIEWS
4 minutes/item plus 45 minutes
QUESTIONNAIRES for instrument
layout/formatting
QUIZZES 30
150 min
COMPREHENSIVE EXAM
TOTAL MINUTES
11. CREDIT HOUR EQUIVALENCY DEFINITIONS
Review of Required Resources
Course:
Estimated Student
Course Component Academic Engagement Actual TOTAL
Time
TEXTBOOKS 6 min/page of assigned reading
SCHOLARLY JOURNAL 12 min/ page of assigned
ARTICLES reading
VIDEOS Video run time
RESEARCH 90 min/resource
WEBSITES 30 min/URL
STATISTICAL/DATA
10 min/page of assigned reading
ANALYSIS
INSTRUCTOR GUIDANCE 60 min/week
30 minutes/assignment
INSTRUCTIVE FEEDBACK
(excluding discussions and
reflective journals)
TOTAL MINUTES
TOTAL HOURS
TOTAL CREDITS
12. In order to begin implementation of the approved credit hour policy the course development
process will be amended to include the following:
Program Placement 1 Term selector
(control used to
search taxonomy)
Credit Hour Requirement 1 1, 3 or 4 List Box/Drop
Down
Credit Hours Summary 1 3 credits Autofill
Required Materials Summary 1 text, articles, journals, video, Autofill from
multi-media course pages
within the course
Recommended Materials Summary 1 Text, articles, journals, video, Autofill from
multi-media course pages
within the course
Hyperlink Summary 1 A list of all the hyperlinks Autofilled from
listed within each course page course pages with
the course
Reviewer Notes 1 “This is an example of a Free Text
comment for…”
Credit Hour Requirement= the faculty developer will be advised of the number of credit awarded
for each course they are developing.
Credit Hour Requirement= the faculty developer will be advised of the number of total hours
necessary to fulfill the credit hour requirement for the course being developed. A summary of
the credit hour policy will be included.
Required Materials Summary=Required materials will be summarized here with the total number
of credit hours awarded
Hyperlink Summary= Required hyperlink materials will be summarized here with the total
number of credit hours awarded
Assigned Learning Activities: Developers will be required to create a variety of learning
activities that align with the course learning outcomes and are supported by required resources.
The combined total of all components must meet or exceed the required number of credit hours.
Learning 1 Discussion or Checkbox group X
Resources Assignment
Discussion 2 Credit Hours HTML Edit Box *QAR A variety can
Question/Answer
13. Relationship be used
Debate
Analysis In the Book
(animation,
*QAR (comprehension) video,
Supporting Research Think and image)Can
Contextual Research Search(compile)
# of Required Book and Student
we build a
Response (inference/application) dropdown list
Upload additional On Their Own to the side?
items (synthesis)
Written 2 Credit Hours HTML Edit Box Rubrics A variety can
Assignment Page Requirement be used (Jing,
Research Required
Format PowerPoint,
word
document)
Journal 2 Credit Hours HTML edit box Standard Rubric
Critical Reflection
Analysis 30 minutes per entry
Personal Reflection
Simulations 2 Credit Hours Hyperlink or Game Requirements
Length Simulation
embedded Requirements
Input required
Outcomes platform Tutorials
Case Studies 2 Credit Hours HTML edit box, Outcome
Length Requirements
attachment
Analysis
Application and/or
hyperlink or
embedded
platform
Quizzes 2 Credit Hours Embedded Format
Amount of material # of Questions
quizzing tool
covered
Practice 2 Flashcards Embedded tool A variety can
Items No Credit Hours to create be used
formats from (flashcards,
new content concentration,
games)
Labs 2 Credit Hours Embedded tool
Surveys 2 Credit Hours Embedded tool
Instructor 2 Credit Hours HTML edit box
Notes
Portfolios 2 Credit Hours HTML edit box
An Instructional Designer for each college will verify the Course Map for each completed
development to ensure the validity of the calculated credit hours.
