Learning Guide is a form of scaffold to support learners in any online course. It gives them an overview on what to expect like knowing the tasks to be performed ahead including studying a lesson presentation(s), downloading a file(s), answering a question(s), replying to a classmate’s post, watching video(s), product creation and/or submission of output. This also reduces the transactional distance between the teacher and the learner. This file also contain a step by step procedure for students who are first time users of Google Classroom.
Part 2 of a 2-part presentation plus workshop on Curriculum Transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018
2007 AACTE presentation -
Networking and Learning Among New Teachers
10:30–11:45 a.m., Concourse B, Concourse Level
Electronically Networking to Develop Accomplished Professional Teachers (ENDAPT)
Christopher Ryan Gareis and Sheryl Nussbaum-Beach, College of William and Mary
http://www.aacte.org/Events/07amprogram.pdf
Linways Academic Management System for Colleges & UniversitiesVaisakh M.V.
Linways Academic Management System is a platform that helps teachers and institutional management, to easily streamline all academic activities and implement learning theories like Outcome Based Education to assure better quality.
Learning Guide is a form of scaffold to support learners in any online course. It gives them an overview on what to expect like knowing the tasks to be performed ahead including studying a lesson presentation(s), downloading a file(s), answering a question(s), replying to a classmate’s post, watching video(s), product creation and/or submission of output. This also reduces the transactional distance between the teacher and the learner. This file also contain a step by step procedure for students who are first time users of Google Classroom.
Part 2 of a 2-part presentation plus workshop on Curriculum Transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018
2007 AACTE presentation -
Networking and Learning Among New Teachers
10:30–11:45 a.m., Concourse B, Concourse Level
Electronically Networking to Develop Accomplished Professional Teachers (ENDAPT)
Christopher Ryan Gareis and Sheryl Nussbaum-Beach, College of William and Mary
http://www.aacte.org/Events/07amprogram.pdf
Linways Academic Management System for Colleges & UniversitiesVaisakh M.V.
Linways Academic Management System is a platform that helps teachers and institutional management, to easily streamline all academic activities and implement learning theories like Outcome Based Education to assure better quality.
The Assessment Journey Programme at Sheffield Hallam University is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
SAILing Takes You to Where Your Course Ought to Be - Course Technology Comput...Cengage Learning
SAILing Takes You to Where Your Course Ought to Be - Course Technology Computing Conference
Presenter: Kelly Hinson and Angie Rudd, Gaston College
Strengthening Academic Internet Learning (SAIL) is Gaston College's online quality enhancement project (QEP). This initiative has been in place for 4 years, and places an increased effort on online course quality and a comprehensive online student support system to improve student learning in online courses. The SAIL initiative is an ongoing adaptive environment. In this session, Angie and Kelly will share the changes that have been made in the past year and why, along with the student feedback that promoted the direction of this initiative, and the reasoning behind the project and the standards put in place. Further goals for this session include: presenting a student perspective of the online environment, demonstrating the layout of our online courses in the Blackboard environment, and showing the current statistics of how these standards have improved student learning outcomes. Presenters Angie Rudd and Kelly Hinson have worked with the SAIL initiative since it was opened to instructors. Kelly has spent the summer redoing three courses using the updated SAIL standards. She and Angie work closely with the SAIL team to keep their courses at the highest standards. Both instructors are involved in online standards committees. In a lecture-based co-presentation, these two Gaston College instructors will show attendees how these SAIL standards are used to improve their online course quality. Examples will be presented from Introduction to Computers, Emerging Technologies and Management Information Systems courses. The main emphasis will be in the Introduction to Computers course. Statistics will be used to show the increase in student learning outcomes from the SAIL initiative. Attendees will take away the updated online course requirements for the QEP along with an understanding of what makes a great online course for students.
Applying NEASC Best Practices to Ensure the Quality of Online Programsmarando
Brandeis University’s Division of Graduate Professional Studies offers entire graduate certificate and degree programs via distance learning. This presentation illustrates how the Division recently applied NEASC Best Practices for Electronically Offered Degree and Certificate Programs to self-assess and assure the quality of its online programs, resulting in a successful re-accreditation.
In order to determine how much participants learn and benefit from attending learning programs and how much the learning has impacted performance, learning evaluation is critical. Unfortunately, many organizations do not place great importance in learning evaluations - just getting general reactions from the participants or completing simple Questions & Answers tests.
The more effectively you can measure and prove competence, the more likely you can turn learning into a tangible corporate benefit. To be effective, assessment cannot be an afterthought or instructional add-on. It needs to be embedded, contextualized, and executed within the learning process.
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
The Assessment Journey Programme at Sheffield Hallam University is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
SAILing Takes You to Where Your Course Ought to Be - Course Technology Comput...Cengage Learning
SAILing Takes You to Where Your Course Ought to Be - Course Technology Computing Conference
Presenter: Kelly Hinson and Angie Rudd, Gaston College
Strengthening Academic Internet Learning (SAIL) is Gaston College's online quality enhancement project (QEP). This initiative has been in place for 4 years, and places an increased effort on online course quality and a comprehensive online student support system to improve student learning in online courses. The SAIL initiative is an ongoing adaptive environment. In this session, Angie and Kelly will share the changes that have been made in the past year and why, along with the student feedback that promoted the direction of this initiative, and the reasoning behind the project and the standards put in place. Further goals for this session include: presenting a student perspective of the online environment, demonstrating the layout of our online courses in the Blackboard environment, and showing the current statistics of how these standards have improved student learning outcomes. Presenters Angie Rudd and Kelly Hinson have worked with the SAIL initiative since it was opened to instructors. Kelly has spent the summer redoing three courses using the updated SAIL standards. She and Angie work closely with the SAIL team to keep their courses at the highest standards. Both instructors are involved in online standards committees. In a lecture-based co-presentation, these two Gaston College instructors will show attendees how these SAIL standards are used to improve their online course quality. Examples will be presented from Introduction to Computers, Emerging Technologies and Management Information Systems courses. The main emphasis will be in the Introduction to Computers course. Statistics will be used to show the increase in student learning outcomes from the SAIL initiative. Attendees will take away the updated online course requirements for the QEP along with an understanding of what makes a great online course for students.
Applying NEASC Best Practices to Ensure the Quality of Online Programsmarando
Brandeis University’s Division of Graduate Professional Studies offers entire graduate certificate and degree programs via distance learning. This presentation illustrates how the Division recently applied NEASC Best Practices for Electronically Offered Degree and Certificate Programs to self-assess and assure the quality of its online programs, resulting in a successful re-accreditation.
In order to determine how much participants learn and benefit from attending learning programs and how much the learning has impacted performance, learning evaluation is critical. Unfortunately, many organizations do not place great importance in learning evaluations - just getting general reactions from the participants or completing simple Questions & Answers tests.
The more effectively you can measure and prove competence, the more likely you can turn learning into a tangible corporate benefit. To be effective, assessment cannot be an afterthought or instructional add-on. It needs to be embedded, contextualized, and executed within the learning process.
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Course Tech 2013, Angie Rudd & Kelly Hinson, Strengthening Academic Internet ...Cengage Learning
Strengthening Academic Internet Learning (SAIL)is Gaston College’s new online quality initiative. The expectation is
that with an increased effort on online course quality and a comprehensive online student support system, student
learning will improve in online courses. In a concepts-based presentation,two Gaston College instructors will show
attendees how these SAIL standards were used to improve their online course quality. Examples will be presented
from Introduction to Computers, Web Fundamentals, Emerging Technologies and User Support&Software
Evaluation courses. Statistics will be used to show the increase in student learning outcomes from the SAIL
initiative. Attendees will get to take away the online course standards used by the college and approved by SACS.
Come SAIL with us!
Faculty as students: One model for faculty to develop and teach onlineKathy Keairns
Learn about the University of Denver's Teaching Online Workshop (TOW), an intensive online workshop where new online instructors experience online learning from the student perspective and learn best practices for developing and teaching an online course.
Learn how and why the Quality Matters standards were integrated into an existing faculty development workshop and how the workshop has evolved over time.
Information session at the 2015 Distance Teaching & Learning Conference in Madison, WI.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
Professional developmentDarius WashingtonGrand Canyon EADD.docxpauline234567
Professional development
Darius Washington
Grand Canyon EAD
December 2, 2022
Introduction
Hello everyone and welcome to today’s presentation. An outline of what is to be covered is as follows;
Learning objective
Agenda for the session
Activities aligned to mission and vision of school
Techniques for incorporating state and district standards
Accountability plan
Gagné’s 9 Events of Instruction
2
Outline
Learning objective
Agenda for the session
Activities aligned to mission and vision of school
Techniques for incorporating state and district standards
Accountability plan
Gagné’s 9 Events of Instruction
Learning objective
Learning objectives
Objective 1: To provide teachers with an opportunity to maximize time spent on quality instruction related to effective classroom engagement.
Objective 2: To provide teachers with an opportunity to discuss how to maximize time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission.
Objective 3: To provide teachers with the tools necessary for maximizing time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission.
3
Objective 1
Providing teaches with an opportunity for maximizing time spent on quality instruction for effective classroom engagement
Objective 2
Providing teachers with an opportunity for discussing how they can maximize time spend on quality instruction in relation to effective classroom engagement
Objective 3
Providing teachers with tools necessary for maximizing time spend on quality instruction
Agenda for session
The topics that will form the agenda is as follows;
Introductions
Objectives of the PD
Purpose of PD sessions
Discussion
4
Introductions
Objectives of the PD
Purpose of PD sessions
Discussion
Closing
Schedule
The schedule for the items t be discussed is as follows;
Introductions
8:30 am- 8:40 am
Objectives of the PD
8:40 am- 8:45 am
Purpose of PD sessions
8:45- 8:50 am
Discussion
8:50- 9:20
Closure
9:20 – 9:30
5
Introductions
8:30 am- 8:40 am
Objectives of the PD
8:40 am- 8:45 am
Purpose of PD sessions
8:45- 8:50 am
Discussion
8:50- 9:20
Closure
9:20 – 9:30
Activities aligned to mission and vision of school
Through engaging activities that encourage student participation, teachers play a crucial part in determining how students learn. This involves giving students the chance to practice skills and show mastery of subject matter through assessment activities, as well as employing guided discovery to encourage students to explore new ideas or concepts. In establishing standards for student performance on exams and utilizing the results of those exams as data points to judge how well students are progressing toward certain goals and objectives within their subject areas, teachers also play a crucial role. Teachers must be dedicated to establishing successful learning e.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
4. 3 Keys to Success
1. Distance Education (DE)
Committee
2. DE Faculty and Lecturers
3. DE Students
Photo:www.starbrandstudio.com
5. Standing Committee of the Faculty Senate.
Created, Revised and Approved the Guidelines.
Aligned Evaluations with DE Guidelines.
1. Created and revised DE Peer Evaluation form.
2. Created and revised Innovative Online Teaching Award (IOTA),
application and rubric.
3. Chooses IOTA winner using award rubric.
4. Provides feedback to each non-winning IOTA applicant using
award rubric.
5. Chose/created recommended questions for eCafe DE course
evaluations.
6. Revised end of semester DE Student Satisfaction Survey.
7. Creating recommended interview questions for hiring DE faculty
and lecturers.
6. DE Guidelines
1. Assessment
2. Interaction & Collaboration
3. Course Design Guidelines
4. Learner Support Services
Recommendations
Mandatory Control
7. Assessment Guidelines
1. The types of assessments used measure achievement of stated course SLOs
and are aligned with course activities.
2. Rubrics and evaluation criteria are available to students for activities being
assessed.
3. The evaluation of student performance includes a variety of assessment
methods to measure course SLOs. These can include (but are not limited to)
evaluation and rating of student projects, student interaction, assignments and
activities, performance on quizzes and tests, and other assessment techniques.
4. The course grading policy is clearly stated.
5. The instructor provides constructive and timely feedback to students.
8. Interaction & Collaboration Guidelines
Instructor-to-Student
• The requirements for student
interaction are clearly articulated.
• The instructor provides meaningful and
regular interaction.
Student-to-Student:
• The instructor provides opportunities
for students to interact with each
other.
• The requirements for student-to-
student interaction are clearly
articulated.
9. Course Design Guidelines
Course Design Guidelines
1. The instructional materials are presented in a clear and organized manner and were easy to navigate.
2. The instructional materials are relevant to the course SLOs.
3. The module/unit learning objectives describe and reflect specific desired outcomes that are measurable and
consistent with the course SLOs.
4. The learning activities promote the achievement of stated module/unit learning objectives.
5. Appropriate tools and media are used to deliver the course content.
6. The tools and media enhance student interactivity and guide the student to be an active learner.
7. The instructional strategies enable students to engage with the course content.
8. The course information is easily identifiable within the course and policies are clearly stated.
9. Interactive activities promote student-to-content, student-to-student, and student-to-instructor interaction
contained in each instructional module.
10. All learning objectives are stated clearly and written from the students’ perspective.
10. Learner Support Services Guidelines
Course instructions articulate and/or link to the institution’s learner support policies and services.
Photo by: online.fiu.edu
11. DE Faculty and Lecturers
1. Peer Evaluation
2. Innovative Online
Teaching Award
(IOTA)
3. eCafe course
evaluations.
12. DE Peer Evaluation (Approved by all Divisions)
1. Instructor provides constructive and timely feedback
Assessment Guideline: The instructor provides constructive and timely feedback to students.
2. Course design and methods used to present subject matter.
Course Design Guidelines
3. Interaction and collaboration- instructor to student, student to instructor, student to content, student to student.
Interaction & Collaboration Guidelines
Design Guidelines: Interactive activities promote student-to-content, student-to-student, and student-to-instructor
interaction contained in each instructional module.
4. Instructor’s interest in instructional improvement.
Applies to all the Guidelines
5. Are the course objectives clear and the instructor follows the course outline.
Course Design Guidelines
All learning objectives are stated clearly and written from the students’ perspective.
The module/unit learning objectives describe and reflect specific desired outcomes that are measurable and consistent with
the course SLOs.
13. DE Peer Evaluation Rubric http://goo.gl/NbI3XA
Evaluation Rubric is also used for the
Innovation in Teaching Award (IOTA).
1. Student Engagement and Community
Building
• Interaction & Collaboration Guidelines
2. Communication
• Interaction & Collaboration Guidelines
3. Learning Materials and Strategies
• Course Design Guidelines
4. Learning Outcomes and Assessment
• Assessment Guidelines
• Course Design Guidelines
5. Learner Support
• Learner Support Services
checkboxes
14. Innovative Online
Teaching Award (IOTA)
• Applicants record a 10-minute
video of their course
demonstrating and describing
meets or exceeds criteria in
the Leeward CC Innovative Online
Teaching Award 2014 Rubric.
• All applicants are showcased on
the Innovative Online Teaching
Award website.
• Winner $500
OPEN
http://emedia.leeward.hawaii.edu/emc/innovative-online-teaching-award
15. Innovative Online Teaching
Award (IOTA) Rubric
1. Student Engagement and Community
Building
• Interaction & Collaboration Guidelines
2. Communication
• Interaction & Collaboration Guidelines
3. Learning Materials and Strategies
• Course Design Guidelines
4. Learning Outcomes and Assessment
• Assessment Guidelines
• Course Design Guidelines
5. Learner Support
• Learner Support Services
http://goo.gl/iMZ5tk
Provide evidence to support your rating
16. DE Students
• eCafe Evaluations
• DE Student Satisfaction
Survey
Cartoon by Roger Lewis
17. eCafe- Recommended Questions for DE Courses
1. The instructor was willing to help and respond to questions in a timely manner. (Course Design)
2. Work requirements, course objectives, and grading system were clear from the beginning. (Course Design)
3. The materials provided by the instructor were relevant to the course objectives. (Course Design)
4. The course workload was well-distributed throughout the semester. (Course Design)
5. The activities & assessments in this course were reflective of course objectives. (Assessment)
6. I learned to apply principles from this course to new situations. (Course Design)
7. The amount of work required is appropriate for the credit received. (Course Design)
8. Assignments are returned promptly. (Assessment)
9. Online communication with class members and the instructor helped me to learn course materials in an effective
manner. (Interaction & Collaboration)
10. What did you like least about your online course experience? open
11. What did you like most about your online course experience? open
12. Global appraisal: Considering everything how would you rate this COURSE? open
18. eCafe- Global Appraisal Results
N-Size Very Poor (1) Poor (2) Average (3) Good (4) Excellent (5)
Fall 2014 3135 35 (1%) 52 (2%) 241 (8%) 910 (29%) 1831 (58%
Spring 2014 3130 33 (1%) 54 (2%) 241 (8%) 935 (30%) 1796 (57%)
Fall 2013 2794 19 (1%) 42 (2%) 256 (9%) 816 (29%) 1600 (57%)
Spring 2013 2496 24 (1%) 37 (1%) 206 (8%) 736 (29%) 1430 (57%)
Fall 2012 2975 24 (1%) 47 (2%) 241 (8%) 960 (32%) 1641 (55%)
Spring 2012 2296 24 (1%) 44 (2%) 204 (9%) 673 (29%) 1315 (57%)
Considering everything how would you rate this COURSE
OPEN
20. DE Student Satisfaction Survey- Assessment
DE Guidelines Student-friendly DE Guidelines
The types of assessments used measure achievement of stated
course SLOs and are aligned with course activities.
Readings, lectures, and class activities relate to assignments,
quizzes, tests, and learning objectives of the course.
The material on which you are tested on is the same material
studied in the course.
Rubrics and evaluation criteria are available to students for activities
being assessed.
Expectations for assignments, quizzes, tests, as well as what you
will be graded on and how they will be scored, are clear and
available.
The evaluation of student performance includes a variety of
assessment methods to measure course SLOs. These can include
(but are not limited to) evaluation and rating of student projects,
student interaction, assignments and activities, performance on
quizzes and tests, and other assessment techniques.
The instructor uses a variety of assessment techniques and
methods to determine whether students meet the course goals.
The course grading policy is clearly stated. The course grading policy is clearly stated.
The instructor provides constructive and timely feedback to students. The instructor provides constructive and timely feedback.
21. DE Student Satisfaction Survey- Interaction & Collaboration
DE Guidelines Student-friendly DE Guidelines
The requirements for student interaction with the
instructor are clearly articulated.
The requirements for students interacting with the
instructor are clear.
The instructor provides meaningful and regular
interaction.
The instructor provides meaningful and regular
interaction.
The requirements for student-to-student interaction
are clearly articulated.
The requirements for students interacting with each
other are clear.
The instructor provides opportunities for students to
interact with each other.
The instructor provides opportunities for students to
interact with each other.
The requirements for student-to-student interaction
are clearly articulated.
The requirements for students interacting with each
other are clear.
22. DE Student Satisfaction Survey- Course Design
DE Guidelines Student-friendly DE Guidelines
The instructional materials are presented in a clear and organized
manner and were easy to navigate.
The instructional materials are clear, well organized, and easy to to
navigate.
The instructional materials are relevant to the course SLOs. The instructional materials are relevant to the course goals.
The module/unit learning objectives describe and reflect specific desired
outcomes that are measurable and consistent with the course SLOs.
The weekly learning objectives are consistent with the course goals and
measured success.
The learning activities promote the achievement of stated module/unit
learning objectives.
The learning activities help to achieve the stated course goals.
Appropriate tools and media are used to deliver the course content. Appropriate tools and media are used to deliver the course content.
The tools and media enhance student interactivity and guide the student
to be an active learner.
The tools and media used encourage students to participate.
The instructional strategies enable students to engage with the course
content.
The learning activities help students to learn the course content.
The course information is easily identifiable within the course and
policies are clearly stated.
The course information is easy to find and course policies are clearly
stated.
Interactive activities promote student-to-content, student-to-student, and
student-to-instructor interaction in each instructional module.
Activities help students interact with each other, with course materials,
and with the instructor.
All learning objectives are stated clearly and written from the students’
perspective.
All learning objectives are stated clearly and written from the students’
perspective.
23. DE Student Satisfaction Survey- Support Services
DE Guidelines Student-friendly DE Guidelines
Course instructions articulate and/or link
to the institution’s learner support
policies and services.
Course instructions describe and/or link
to the school’s learner support policies
and services websites.