| 3.0
- Instructional Elements |
| 3.1 Performance
Objectives and Assessments. Objectives and Assessments
are created, aligned and communicated to provide an optimal learning
experience for online students. |
| Standard
|
Examples/Tools:
|
Minimum
|
Exceeds |
| 3.1a
|
Performance
Objectives
Each lesson includes performance objectives |
-Tool-
performance objective creation tool
|
-communicated to student
-overt and measurable
-consistent with course learning objectives
-can be performed online
-PO's written at highest cognitive level |
-includes condition and criteria
-use of competencies for development of PO's |
3.1b
|
Assessment
Methods
Assessment
methods are varied and aligned with performance
objective |
|
-assessments
match PO's cognitive level
-minimum 3 methods
of assessment
-course has objective
and subjective assessments
-assessments based
on ETA measurement and
evaluation guidelines
-includes a form
of feedback (score, grade, comments)
|
-assess
all PO's
-use question pools
-utilize software settings to secure exams
-use 'authentic assessment'
methods |
3.1c
|
Communicate
Expectations
Communicate
required peformances (knowledge) to be successful with
an assessment |
|
-use
grading rubric or list tasks, values and criteria with subjective assessments
-communicate to students before assessment deployed
|
-rubrics
include a minimum of 3 gradations of quality with associated criteria
-use as evaluation tool and communicate tool after assessed
-provide study guides
or other tools to assist students with focussing on information to be assessed.
-provide 'guidelines
for success' in syllabus |
3.1d
|
Method
selection
Select
the most effective methods to deploy/distribute/submit assessments. |
|
-utilize
software settings to reduce technical problems (do not select forced
completion)
-ID assists with BB
tool selection and settings to ensure most efficient and effective method
selected
|
-assessment
settings for objective tests allow students to save work as they progress.
|
| 3.2
Content and Learning Resources- |
| Standard
|
Examples/Tools:
|
Minimum
|
Exceeds |
3.2a
|
Content
supports
Content supports objectives and assessments. |
|
-can identify the PO associated with the content
-information must be new to students
-sufficient content
provided to complete assessment
-converted to digital
format (except textbook)
|
-help students
focus on critical information |
3.2b
|
Content
Integrated
Content
is integrated with ‘lesson’ learning
components |
|
-content is directly
tied to the pre-instructional activities, practice and assessment
-'content delivery'
part of the learning component includes guided
learning
-content presented
after pre-instructional activities and before practice and assessment
|
|
3.2c
|
Content
Quality and Quantity
Quantity and quality of content is reasonable
for credit hours,
academic level and amount of time allocated for completion |
|
-only
essential content is required
-supplemental content
is labeled as optional
-amount of time to
review content is obtainable based on all tasks within a lesson using
the guideline of 3 hours coursework per credit hour |
-essential
content created by instructor is available online and offline |
| 3.2d |
Instructional
Methods
A
variety of instructional methods incorporated |
|
-appropriate
for the 'lesson' learning component
-at least 2 types
for each 'lesson' learning component within a semester
-includes content
delivery and guided learning |
-more
than 2 instructional methods for the 'content delivery' learning component
-use of active learning
(rather than passive learning) for instructional methods |
| 3.2e |
Copyright
All efforts are made to adhere to copyright laws. |
|
-use
of streaming videos for copyrighted content
-Follow TEACH Act
for all content
-obtain copyright
permissions for articles to be used more than 2 semesters |
-use
of e-reserves for articles
-communicate permissions
to distribute instructor materials and notes
|
| 3.3 Practice
and Self-Assessments- Practice with feedback is incorporated
throughout the course to provide the learner with an opportunity
to master the content/skills. |
Standard
|
Examples/Tools:
|
Faculty
|
Designer |
3.3a |
Practice
Integrated
Practice
is integrated with ‘lesson’ learning
components |
|
-students
provided opportunity to practice
-practice
is directly tied to the pre-instructional activities, content delivery
and assessment
-practice supports
objectives and assessments
-practice is presented
after pre-instructional activities and content, but before assessment |
-location
of practice on same webpage as other content in lesson |
3.3b |
Practice
Enhances
Practice enhances student learning and proficiency |
|
-practice
is performed at the same level as assessment
-more than 1 method of practice within a semester |
-use
of 'authentic' assessment
-multiple methods
of practice within a semester
-practice question
for each major performance objective
-practice for each
'lesson' |
| 3.3c |
Feedback
Practice
includes constructive feedback |
Examples
of Constructive
Feedback |
-feedback for correct and incorrect answers
-use student centered
techniques (if applicable)
|
-use
of recursive feedback
-use of specific
feedback
-branching for details or another chance to practice
|
| 3.4 Grouping
and Interaction -Student are provided opportunity
to interact. Groups are used to enhance learning. |
| 3.4a |
Use of
Groups
Use
of groups is instructionally warranted.
|
|
Use groups
if:
-integral to performance objective
-creates an enhanced
combined effect
-is used for motivation,
community development or social cohesion
-individualized instruction
provided for content presentation which is complex and new to the learner |
-Use
of groups for virtual study
-use of recitation
groups to provide guided learning or
practice when students need additional explanation of concepts.
|
| 3.4b |
Group
composition
Group composition yields the most effective outcome based
on the
type of activity and desired performance. |
|
-group work- limit 4-5 people (no less than 4)
-collaboration- limit to 25 people
-avoid changing groups
during course unless warranted by performance objectives |
-use
of selective characteristics to encourage interaction to compose the
groups
(groups
should have a mix of characteristics)
-use learning communities |
| 3.4c |
Expectations
Student
expectations (conduct, type of work, criteria) is
communicated before work is initiated. |
Example
of Student Expectations |
-provide ETA netiquette guidelines
-include criteria for
the expected performance
|
-provided intermittant feedback or
-use of rubric with at least 3 gradations of quality. |
| 3.4d |
Communication
Selection of synchronous and asynchronous communication
is
based on the type of activity, desired performance, target audience and available
resources. |
Selecting asynchronous vs. synchronous communication. |
-students
have more than one method to communicate
-limit
use of synchronous communication to increase participation and to provide
immediate feedback
-provide option for
synchronous or asynchronous communication if synchronous communication
is applicable
-asynchronous solutions
used when students cannot be together at the same time, or required time
to process information before discussing/practicing it. |
-use
synchronous software for students working on group projects
|
| 3.4e |
Student
Interaction
Use student
to student interaction effectively. |
|
-if
it enhances learning
-communicate timeframe
-provide specific
instructions
-offer more than
1 method of communication
-if supported by objectives
|
-provide an area for student-student communication about
non-course related topics
-provide tutorials
on communication tools used within BB |
| 3.4f |
Conduct
Guidelines
for conduct in groups and student-student interactions are communicated. |
|
-use
netiquette guidelines
-provide written or verbal instructions for completion and grading
|
-suggested timeframe for completion/tasks |
| 3.5 Pacing-
|
Standard
|
Examples/Tools:
|
Minimum
|
Exceeds |
3.5a |
Content
pacing
Quantity
and quality of content is reasonable for credit hours, academic level
and amount of time allocated for completion. |
|
-all 'lesson' learning components can be completed
in the alloted period of time
-allocate 3 hours of work for every credit hour
|
|
3.5b |
First
week of class
Reduce
the workload and expectations during first week of class. |
|
-assignments
or assessments are not due during the first week
-all content
in first week is available outside of Blackboard
|
-students
given opportunity to experience Blackboard tools they will use in
their course
-provide tour of
course
-provide opportunity
for students to network
|
| 3.5c |
Pacing
Group Work
Amount
of time allocated for group work/ collaboration is sufficient
and communicated to students. |
|
-form groups after the first week of the course
-allow at least 2 weeks
for group or collaboration
-provide due dates
in one location in syllabus or course website |
-provide week for group work without new content |
| 3.5d |
Technology
for pacing
Technology
is used to increase ‘time on task’ for
students. |
|
-use BB tools to communicate timeline, ongoing performance
-use calendar or
schedule
-changes
to syllabus or due dates is communicated via announcements and/or email |
-give suggested guidelines for intermittant due dates |
| 3.6 Instructional
Media (audio/video/animations) |
Standard
|
Examples/Tools:
|
Minimum
|
Exceeds |
3.6a |
Delivery
Format
Strive for the most effective delivery format
(CD, DVD, online) for
instructional media (based on resources, target audience, logistics, amount of
change required to content, performance objectives) |
|
-all media available in digital format
-compress video/audio files for both dial-up and DSL/Cable connection
speeds
|
-content
developed by instructor, which does not required frequent updates, is
available on off-line media (CD/DVD)
|
3.6b |
Quality and
Effectiveness of Media
Strive
for the highest quality and most effective instructional media. |
|
-start with highest quality audio vide before
compression
-use of audio in
presentations for gaining attention, or to enhance information on presentation |
-provide
downloadable audio files for content review |
| 3.6c |
Control
of Media
Use navigational
controls in self-paced and multimedia content. |
|
-includes stop, pause, play, rewind, audio on/off |
-use
of slider bar |
| 3.6d |
File
Formats
Strive for the most effective file formats and application
software. |
|
-use of .pdf and .doc for text
-use of .jpg/.gif for images
-use of .png for screen capture
-use of .mp3 for audio
-use of .wmv and .mov
files for streaming video greater than 5 minutes
-use of .flv for video
files < 5 minutes |
-narrated
presentations available in .swf format |