2.0
- Course Delivery, Organization and Design
Delivery,
Organization and Design- Online courses will be designed
and delivered to meet the needs and resources of the instructor and students.
Presentation of course content will be designed to provide an optimal learning
experience with an emphasis on accessibility. |
| 2.1
Delivery -
Online courses are created for online delivery using the USF selected
LMS. Offline content available to reduce student workload, expenses and
increase accesssibility. |
| Standard
|
Examples/Tools:
|
Minimum
|
Exceeds |
| 2.1a
|
Web-Based
Primary delivery environment is web-based. |
|
-All
information digitized and available in web-based format
-Lesson zero and
week 1 available in format to be emailed to students waiting for BB access |
-content also available in off-line resource
should access to internet be interrupted
|
| 2.1b |
Blackboard
Use USF Learning Management system (Blackboard) |
|
-All
information accessible through Blackboard
|
-reusable
content posted in BB content management resource or ITT server
-class roster saved
as digital format after drop/add period |
| 2.1c |
Off-line
content
Provide additional off-line content (CD/DVD, supplemental packets)
to improve access to materials. |
|
-Use
of supplemental packet for articles
-download class roster
in digital format after drop/add period |
-Use
of supplemental packet for ppt handouts
-Articles in supplemental
packet are also available within the course website
-Use of CD/DVD for
instructor videos and multimediacontent
|
| 2.1d |
Technical
Support
Provide support during course development and delivery. (faculty
and student)
|
|
-Technical
support via
email and phone within 24 hours, 7 days a week
-Use of Live Chat
and toll-free telephone support during business hours
-Support during exams
maximum 4 hours. No make-up exam support.
-'Full Support' courses
receive services as defined by ETA.
-'Limited Support'
courses receive services as defined by ETA.
-Create external
link on bottom of course website to
the ETA technology assistance website. Select option to open into new
window.
-select options for
assessment deployment which reduce the chance for technical problems |
|
| 2.2
Organization -The
online course content should be modularized and sequenced using
the tools available in the LMS. Content should be grouped and sequenced
in a manner that enables learners to achieve the performance objectives. |
2.2a
|
Cluster
content
Course organization broken into 'Lesson' clusters |
|
-use of folders to group content clusters
-minimum of 1 week or topic for a cluster
|
-use
of modules incorporating smaller units.
|
2.2b
|
Sequence
'Lessons' are sequenced in logical order. |
|
-sequenced
by time
-logical sequence of
topics
-vacation/holiday breaks
are indicated on course website |
-sequential
clusters annotated with numbers or dates
|
2.2c
|
Learning
Components
'Lessons' include learning components.
(Pre-instructional, content delivery,
practice/participation, assessment)
|
|
-each content cluster includes first 3 lesson
learning components
-grouped
within a folder
-presented in order:
--
pre-instructional
-- content
-- participation/practice
-- assessment
|
-presented
on 1 page, or can be linked by 'main' webpage for the cluster
-content clusters
includes all learning components
|
2.2d
|
Accessibility
Course organized to promote accessibility. |
|
-no
more than 3 clicks to get to any information.
-use of buttons,
folders, internal course links
-formatted for 800x600
resolution
-use entire url for hyperlinks outside of course website
-written instructions
to access BB
-accomodations for
students with disabilities made as needed |
-meets
priority I for 508 compliance (checked with Bobby auditing software)
-use of css style
sheets
-limited use of tables,
no nested tables |
| 2.3
Consistency and Accuracy- Information is presented in
a consistent format and reviewed for accuracy to reduce confusion. |
| Standard
|
Examples/Tools:
|
Minimum
|
Exceeds |
2.3a
|
Terminology
Course terminology is consistent and accurate. |
|
-same
term used to indentify type of assessement
-same term used to indicate method of text communication (email vs.
messaging)
-same term used to
define type of 'lesson'
-reviewed by instructor
at least 1 week before deployment |
-use
of glossary for new terminology related to course content.
|
2.3b
|
Location
of content
Consistent location and procedure for accessing content. |
|
-content
and assessments located in a consistent location within a cluster
-reviewed by instructor
at least 1 week before deployment |
-use
of path when referring to location of content
(e.g. Sessions>Session 1>View)-or- use of internal course links
|
2.3c
|
Duplicate
Content
Limited duplication of information within course website. |
|
-use
of internal course links
-use of e-reserves |
-post reusable content
to server or BB content management system
|
| 2.3d |
Course
Schedule
Use of Course/Assignment schedule
|
|
-provide
table with course schedule and assignment due dates/pt values in
syllabus
|
-include
type of assignment
-include method of
submission if it changes for group and individual assignments
-convert course schedule
to webpage to be included in course on BB |
| 2.3e |
Reviewed
for accuracy
Course
content, dates, links, reviewed by instructor for accuracy before deployment.
|
|
-course
instructor reviews course at least 1 week before it is made available
to students. |
-instructor reviews for accuracy more than 1
week before it is made available to students |
| 2.4
Visual Design/Aesthetics Use
of a branded look and feel with an emphasis on online readability. |
Standard
|
Examples/Tools:
|
Minimum
|
Exceeds |
2.4a |
Banner
Course shell displays
unique banner.
|
|
- Use template. Includes
course name and number.
-Measures no bigger than width-720px
height-200px
-Reflects colors and graphics from target audience
-consistent with navigation of course menu
|
-Unique banner that meets
other minimum standards for dimensions, colors and graphics.
|
2.4b
|
Text/Readability
Text and instructions within course website formatted for adult learners
reading online. |
|
-minimum 11 pt for body text
-limit to 2 typeface styles.
-bold or highlight for emphasis,
or use 1 color consistently for emphasis
-underline
for links only
-limit number of colors for text (preferably dark colors
not blue)
-avoid
any reference to color for actions
-font
style from those available in BB WYSIWYG editor unless used in a graphic
-use complete URL for hyperlinks to external websites
-instructions greater than 2 paragraphs should be downloadable
-target resolution 800x600
-information chunked.
-- use of paragraphs
-- left alignment
-- paragraphs limited to
80 character width
--use of headers
|
-Use
of a typefaces- verdana, arial, helvetica
-Use whitespace between paragraphs
-remove spaces between headers and content so it appears
as a chunk of text in menu items in Blackboard
-use of style sheets
-use of 'go to top' link for scrolling content |
| 2.4c |
Colors/Graphics
Consistent use of color scheme, theme, icons and fonts. Graphics and colors
enhance learning.
|
|
-neutral background colors
-use of dark colors for text and bullets
-use of blue (with underlining) for hyperlinks within
body text
-use of consistent color for emphasis or contrast with
text
-graphics used to enhance content |
-limit number of colors on course website to 2 (in addition to black
and white)
-use of metaphor or theme throughout course
-use template with consistent design for Powerpoints.
-use animation for emphasis when needed or demonstration |
| 2.4d |
Course
Navigation
Visual
design enhances usability. |
|
-remove unused navigation links on BB
course menu
-use internal course links
-navigation panel design matches and enhances course banner
-avoid buttons which are distracting or have poor contrast
between text on button name and button design |
-rename navigation links to reflect associated
content
-limit access to 3 'clicks'
-limit number of buttons/links on course menu to 7
-folders within folders accessible with 1 click
-provide
tour of course website if unique navigation part of course
-limit
the need to scroll on course webpage or provide links within webpage
-links
to websites or content opens in new window |