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Give Your Course a
Mini-Makeover
Linda Jacoby
April 24, 2015
The QM
Rubric
Key Areas
• Getting Started
• Introductions
• Technology
• Instructional Materials
• Evaluation, Feedback and Grading
• Support Services
• Accessibility
GETTING STARTED
1. Provide clear “getting-started” instructions.
Standard
1.1
Instructions make clear how to get started and where to find various course components.
Include an overview of your course, an indication of where to begin and how to locate specific elements of your course.
Examples• Clear statements about how to get
started in the course
• Course tour
• Course scavenger hunt or “syllabus quiz”
• Course “map,” table or graphic
Course Tour
ENG (Composition) 101
News Tab
As you probably notice when you
open our D2L course, the first thing
you encounter is the “News” page.
Please check this often as this is
where I will post current announce-
ments and clarifications of assign-
ments, etc. related to our course. The
most recent announcement will
always be the first one at the top of
the page.
Content Tab
When you click on the “Content” tab,
you’ll see the Orientation Module and
the three topics within that module. You
should work your way through all of
three of them. You need to complete all
of them by 11:59 p.m. on Friday, at the
end of the first week of classes. After
that you move on to Module I, which
should be completed within one week
(i.e., by 11:59 p.m. on the first Sunday
after the semester begins). See the course calendar (a PDF which you can find in Topic 2 and download and save to your computer if you want).
Content Tab
You’ll notice that all of the Modules are
visible here for the tour, but during our
course, all of the modules won’t be
open. You’ll only see a few open at
time. This allows you to work ahead a
little bit if you want, but also to stay
close enough to the pace of your peers
so that your discussions in the discus-
sion threads aren’t too disjointed. It will
also help you generally pace yourself
throughout our course I think.
Content Tab
Every module has an introduction which
includes objectives for the module, one or
two lessons with topical information,
examples and some ungraded practice
activities, a discussion assignment, a
graded writing assignment, occasionally
some other assessment activity and an
opportunity for you to give feedback to me
and me to give feedback to you. Some of
the items in the modules may be Word,
PowerPoint, PDF, audio or other file types,
but the lessons will always open into
something similar to the topics in the
Orientation module.
Content Tab
There are also a number of support
lessons. These are OPTIONAL. You
don’t receive any points for completing
them, but they are there because you
may need to know some of the topical
information in order to successfully
complete your module assignments, or
I may refer you to some of those
support lessons if it appears you’re
having some trouble with grammar or
other issues in your writing. Some of
the materials in the topics will be from
the digital materials you purchased;
others from content I provide.
Discussions Tab
In the “Discussions” tab, you’ll see that
there’s a Class Q&A Forum. Please use this
for questions that your classmates may be
able to answer. These are the types of
things that in a face-to-face classroom you
might ask someone sitting next to you, not
the teacher. Please answer each other in
this forum as well, so check it often and
contribute if you can help. If you think your
classmates might have the answer, please
post your question and look for an answer
here before you email it to me.
The “Introduce Yourself” forum is where you’ll introduce yourself to your classmates. There will be additional forums for each module in the course.
Dropbox Tab
You will put your assignments in the
course dropboxes. You can put
multiple assignments in the same
dropbox for a module, just be sure to
name your documents with different
names—preferably something that
uniquely identifies the assignment
and includes your name, such as
“JACOBY Annot Bib Draft 1”.
Surveys and Quizzes Tabs
Surveys and Quizzes will most likely be found under these tabs, although some surveys and quizzes might be linked to external web tools.
Grades Tab
Grades will be posted throughout
the semester in D2L. Check under
the “Grades” tab for them.
Classlist Tab
You can find your classmates and
their email addresses under the
Classlist tab.
Checklists Tab
Although none are visible here, after the course begins, you will be able to
find a checklist for each module under the “Checklist” tab. I encourage you
to use these to help you keep track of your progress through the modules.
FAQ Tab
If I receive a number of emails
all asking the same question,
or if one person asks some-
thing to which I think everyone
will want to know the answer,
I’ll put the question and
answer in the FAQ section of
the course. Please check this
tab before emailing questions
to me.
Chat and Groups Tabs
At this time, I don’t expect to use the “Chat” or “Groups” features, but that could change if the need arises.
Conclusion
I hope this tour has provided
some helpful information. If
you have questions, go ahead
now and post them in the class
Q & A forum under the
“Discussion” tab. The rest of
you, please go ahead and
answer if you can.
2. Provide a general overview of your course.
Standard
1.2
Learners are introduced to the purpose and structure of the course.
Include purpose, structure, modes of coursework (fully online or blended), types of activities, and how learning will be assessed.
Examples• Sections with headings and
descriptive paragraphs in your Syllabus
• “Zero” or introductory module
• Video or print course “Guide”
COURSE "TOUR"
Hello everyone! Thank you so much for joining us
in "Designing Courses for Significant Learning."
We'd like to welcome you and give you a little "getting started" information and a brief overview of the course site to help you become a little more comfortable with how things work in this particular course.
We know that some of you are likely already very familiar with online learning. A
few of you may have even gotten one or more advanced degrees from an online program yourself.
Others of you may be very NEW to online learning and this may be the first course or online workshop you've ever taken. If you're the former, this is great because you'll be able to share much over the next two weeks with all of us from your own experience. You may discover that the greatest value to you of the course isn't in
learning things you didn't know before, but in gaining confirmation and confidence that what you're already doing in your own courses is founded in best practices and is of high value.
If you're in the latter group, new to online teaching and learning, we will all appreciate hearing your perspectives as well, will answer any questions you have, and otherwise help you learn from others' experience.
In other words, this course is designed to provide lots of opportunity for everyone to
network and exchange information together. While your coach(es) will provide feedback on your posts, some of the MOST valuable feedback you'll receive is from each other. Please share any questions AND your experience!
Now, let's begin to take a look around the course site...
Course Organization
The profiles and contact information for your course coach(es) is provided in the "Start Here" section of the course. Either or both may be interacting
with you over the next couple of weeks. You'll notice that one is your "primary" coach—the other may only pop into the course here and there to say hello or help answer a question.
All of your work in this class takes place independently online–at your own time and place. We do not have any regularly scheduled meetings together online or at a physical site.
Scheduled LIve Meeting Times
Blended/Hybrid
3. Provide clear “netiquette” expectations.
Standard
1.3
Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are clearly stated.
Include tone, language, grammar, use of emoticons, etc. in online discussions, email, other communications within the course.
Examples• Links to sites on netiquette or
institution’s student handbook or code of conduct
• Paragraph explanations in syllabus or introductory course module
• Video scenarios, cartoons, jing clips
4. Clearly state current course and institutional policies.
Standard
1.4
Course and/or institutional policies with which the student is expect to comply are clearly stated, or a link to current policies is provided.
Identify course and institutional policies you expect students to follow. Use can use statements and links.
Examples
• Academic integrity
• Late work
• Student conduct
• Incompletes
• Confidentiality
• Grievances
• File formats
Course Policy: Late Work
Institutional Policy: Academic Integrity
COURSE POLICIESAttendance/Participation
First Day of the SemesterEnglish Department policy requires that, just as you must be present on campus in a seat for face-to-face and hybrid/blended courses on the first day of class, you MUST log in to your online course sometime on or before the conclusion of the first day of class. So you MUST log in to our D2L course at least once before 11:59pm (CST) on Monday, _____[date]______.
Subsequent Days of the SemesterSince this is an ”asynchronous” online course, there are no virtual or online class meetings that occur life, during real time, at a specifically scheduled time. Therefore, “attendance” is defined differently than it is for a face-to-face or hybrid course. “Attendance” in this online course means that you actively participate in our course, i.e., that you spend a sufficient amount of focused time critically reading, thinking and writing, completing your reading and writing assignments in a timely manner, post thoughtful, insightful, significant comments in the discussion forums, that you provide insightful and helpful comments to your peers on their writing and that you make equitable contributions to both the quality and quantity of work performed in any group projects and/or assignments.
5. Clearly state required prerequisite knowledge and required competencies.
Standards
1.6
Prerequisite knowledge in the discipline and/or any required competencies are clearly stated.
Identify any prerequisite knowledge, competencies or courses required to achieve the course objectives and successfully complete the course.
Examples• Paragraph information
• Links to external documents
• Links to supporting materials within the course
There are no prerequisite competencies or courses and no prerequisite knowledge required to achieve the course objectives and successfully complete this course.
Clearly state:
6. Clearly identify which materials are required and which are optional.
Standard
4.6
The distinction between required and optional materials is clearly explained.
Identify the materials students are required to purchase, rent, download or otherwise acquire and use to success-fully complete course assignments. Identify those materials that may be supplemental or optional.
Examples• Syllabus
• Table of activities/assignments
• Assignment instructions
Required
and/or
Optional
INTRODUCTIONS
7. Introduce yourself.
Standard
1.8
The self-introduction by the instructor is appropriate and is available online.
Provide your name, title, contact information, “office hours,” photo and something about your professional areas of interest (and other interests and activities if you wish).
Examples• Video/audio introduction (Audacity;
Animoto)
• Post to discussion board
• Syllabus Information
• Link to your professional website
• PowerPoint Slides
http://animoto.com
Animoto is a cloud-based video creation service that produces video from photos, video clips, and music into video slideshows.
8. Require students to introduce themselves.
Standard
1.9
Learners are asked to introduce themselves to the class.
Provide an opportunity for students to introduce themselves to their classmates through one or more avenues.
Examples• Video/audio introduction (Animoto,
Audacity)
• Post to discussion board
• PowerPoint Slides
TECHNOLOGY
9. Clearly state minimum technology requirements.
Standard
1.5
Minimum technology requirements are clearly stated and instructions for use provided.
Identify any prerequisite knowledge, competencies or courses required to achieve the course objectives and successfully complete the course.
Examples• Paragraph information
• Links to external documents
• Links to supporting materials within the course
• Links web information on obtaining, installing and using the technologies
10. Clearly state minimum technical skills required to succeed in your course.
Standard1.7Minimum technical skills expected of the learner are clearly stated.
Identify any and all technical skills needed to achieve the course objectives and successfully complete the course.
Examples• Microsoft Office Skills
• Web 2.0 Software
• Learning Management System
• Managing Files
• Loading Software
11. Provide a clear description of available technical support and how to access it.
Standard
7.1The course instructions articulate or link to a clear description of the technical support offered and how to obtain it.
Describe the technical support available to students in your course and how they can obtain it.
Examples• Links to help desk, websites
• Email address or phone number for help desk
• FAQ
• Technology Guide
• Tutorials
TECHNICAL HELPIf you need help with issues involving your computer, D2L technology, and Microsoft Office software (including “Word”), you should contact the MSU IT Service Desk. You can contact them by phone, email or in person. Web help and instructions are available throughout the course which provide support for additional software we may use in the course.
IT Service Desk: your first point of contactThe IT Service Desk is your first point of contact for most issues with technology at Minnesota State Mankato. They'll help you with email, file storage, network access and other challenges. Call us at 507-389-6654 or email [email protected].
Hours of OperationMonday – Thursday 7:30 a.m. to 9:00 p.mFriday 7:30 a.m. to 7:00 p.m.Saturday 10:00 a.m. to 4:00 p.m.Sunday Phone Support Only 11:30 a.m. to 4:00 p.mScheduled system maintenance (Service Desk web systems): Fridays, 3:00 – 4:00 p.m.
Break Hours during the YearMonday - Friday 7:30 a.m. - 5:00 p.m.
Estimated Response TimesAverage initial response times for requests received by the IT Service Desk during normal Hours of Operation:Help Desk walk-in: 5 minutesPhone call: 2 minutesVoicemail: 30 minutesEmail and self-service: 30 minutesTime required for resolution of service calls will vary, depending upon the nature of the problem and availability of personnel. While most problems will be resolved immediately, others may require a scheduled appointment.
Software and Hardware SupportedSoftware and Hardware standards are available at http://www.mnsu.edu/its/started/standards/.
http://www.mnsu.edu/its/help/
TECHNICAL HELPIs available through Information & Technology Services
12. Ensure that students can access all technologies in your course.
Standard6.3Technologies required in the course are readily obtainable.
Provide written, audio, and/or video “how-to” information describing how to access and use technologies required or suggested in the course.
Examples• You Tube videos
• Jing or other video clips
• Links to websites and instructions
• Written instructions
13. Ensure course technologies are current.
Standard6.4The course technologies are current.
Check to be sure that technologies used in the course for communication, activities, assessments, projects, etc. are current.
Examples• Web conferencing tools
• Web 2.0 tools
• Simulations; games
• LMS tools
✔
INSTRUCTIONAL MATERIALS
14. Ensure instructional materials are varied.
Standard
4.5
A variety of instructional materials is used in the course.
Check to be sure that materials used in the course come from a variety of sources, represent a variety of per-spectives, and contribute to providing a significant/rich learning experience.
Examples• Textbook; publisher materials
• PowerPoints; Lectures; PDFs
• Websites
• Periodicals
• Videos; Podcasts; Audio
✔
15. Ensure all instructional materials are current.
Standard
4.4
The instructional materials are current.
Check the publication dates of materials in the course and check to be sure that they represent current thinking in your discipline. Check currency of web links. Remove links to outdated materials or websites.
Examples• Text; publisher materials
• Images; photos; diagrams
• Videos; podcasts; other audio
• Tables; spreadsheets, data; maps
• Websites
✔
16. Check citations for all resources and materials; ensure that they are present and correct.
Standard
4.3
All instructional materials used in the course are appropriately cited.
Check to be sure that institution’s copyright and intellectual property policies have been followed.
Examples• Text; publisher materials
• Images; graphics; photos
• Videos; podcasts; other audio
• Tables
• Websites
✔
EVALUATION, FEEDBACK
AND GRADING
Changing Grade Scale“I took a human growth and development class online, the class was self taught and a little challenging but nothing too bad. I was making a 94 and wasn't too worried about my grade. Then the week of finals the teacher changed the entire grading scale! The final only replaced the lowest test grade, so I ended up making a low B, it was immensly angering.”
Readers Respond: What's the Worst Online Class You've Ever Taken?
http://distancelearn.about.com/u/ua/onlinecourses/Bad-Online-Classes.htm
17. Clearly state your grading policy.
Standard
3.2
The course grading policy is stated clearly.
Explain how grades are determined and the relationships between methods. Describe how late work is handled within the course as a whole and/or for individual assignments.
Examples• List of graded activities, exams, etc.
• Points, percentages, weights
• Relationships to letter grades
18. Provide clear criteria for evaluation of student work.
Standard
3.3
Specific and descriptive criteria are provided for the evaluation of students’ work and are tied to the course grading policy.
Clearly state and describe the criteria you will use to evaluate course activities and assignments.
Examples• Table of activities, evaluation criteria
and point values
• Rubrics (including for discussions)
• Checklists
• Examples of performance levels
19. Clearly state requirements for student interaction within the course.
Standard
5.4
The requirements for student interaction are clearly stated.
Identify course and institutional policies you expect students to follow. Use can use statements and links.
Examples• Rubric(s)
• Sample posts
• Syllabus
• Video/audio explanations
20. Clearly state your response time for questions, feedback on assignments and grades.
Standard
5.3
The instructor’s plan for classroom response time and feedback on assignments is clearly stated.
Provide a clear explanation of how and when you will provide feedback on student assignments (including discussions), projects, quizzes and exams.
Examples• Response to emails
• Response to discussion postings
• Feedback on assignments
• Grades
I will read but will not always respond to posts in the discussion forum at least once in the morning and once in the evening each day. Grades for participation in the forums will be available within 48 hours of the date/time the module forum closes.
I will check the “Questions” forum at least once in the morning and once in the evening each day and will respond at those times.
Grades on electronically graded quizzes will be available to you immediately after you submit your quiz for grading.
Grades and feedback on quizzes that must be manually graded by me will be available to you within 48 hours of the time quiz closed.
Grades on written assignments will be available with 72 hours (3 days) from the date the assignment was due. If you submit earlier than the date the assignment was due you may receive (but are not promised) feedback earlier than 72 hours from the due date.
Response Timeand
Feedback
SUPPORT
SERVICES
21. Provide complete information on institution’s academic support services.
Standard
7.3
Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help learners succeed in the course and how learners can obtain them.
Provide a description of and direct link to information that describes the academic support services available to students and clear information or instructions on how to access the services.
Examples• Link to testing center and/or
proctored sites
• Links to writing/math/etc. centers
• Link to the library and online resources
• Link to tutorials and guides
• Include hours of operation and contact/access information for all
Academic Support ServicesA number of Academic Support Services are available to help students realize their full academic potential while studying at Minnesota State Mankato. Please see the support services website or use the links below to access services available to you.www.mnsu.edu/academics/support.html
22. Provide complete information on institution’s student support services.
Standard
7.4
Course instructions articulate or link to an explanation of how the institution’s student services and resources can help learners succeed and how learners can obtain them.
Provide a description of and direct link to information that describes the student support services available (e.g, advising, registration, financial aid, counseling, student orgs, etc.) and clear information or instructions on how to access them.
Examples
• Financial Services
• Counseling Services
• Registration Services
• Advising Services
MSU, Mankato offers a comprehensive suite of personalized services to meet the needs of first-generation college students, students with disabilities and students with qualifying low incomes. The one-on-one support we provide helps students plan their schedules, figure out their financial aid, study for their classes, prepare for their careers and more.
Tutoring
Academic Support ServicesHelping students realize their full academic potential while studying at Minnesota State Mankatowww.mnsu.edu/academics/support.html
Scholarship and Finances WebsitesMinnesota State Univeristy, Mankato Scholarship PageScholarship for People with DisabilitiesChild Care GrantCollegeBoard.comCollege Net - March 25 Breaking the Tuition BarrierFast AidFast WebFree Scholarship Search
http://www.mnsu.edu/sss/
ACCESSIBILIT
Y
23. Ensure navigation is logical, consistent and efficient.
Standard
8.1
Course navigation facilitates ease of use.
Check to be sure that navigation is intuitive, clear, follows commonly accepted standards, and is consistent within the course.
Examples• LMS; publisher sites
• Hypertext links; icons; window functions
• Levels in navigation trees
Guidelines for Clear Navigation
• Consistent, simple, intuitive navigation throughout which gives the learner control of course direction when possible
• Instructions, icons, buttons, and location links allow learners to know where they are in the course, where they are going and where they have visited previously
• Navigations buttons are consistent on all pages
• External links state where the learner will be taken to outside the course
• The learner should be able to leave the course and resume it at a later time, without having to start over
Image Credits
• Paint Materials – “Paint Swatch” © Michał Nowosielski | Dreamstime.com
• Key in Ignition – “Getting Started” © Hpphoto | Dreamstime.com
• Name Tag – “Hello My Name Is” © Arenacreative | Dreamstime.com
• Technology – “Global Communication” © Deep76 | Dreamstime.com
• “Books and Globe” © Razihusin | Dreamstime.com
• “Megaphone Feedback” © Alexander Limbach | Dreamstime.com
• Lifeline – “Support Concept” © Rukanoga | Dreamstime.com
• “Compliance vs Non-Compliance Words” © Iqoncept | Dreamstime.com
• “Troubled with Questions” © Hohojirozame | Dreamstime.com
