Online Class Design |
DETAILS: During the first week of class, you will be given your own individual course shell on Blackboard. You will have instructor privileges, so you can create a course design, produce some content, and offer one or more learning activities appropriate to your special field (K-12, higher-ed, HR training, etc).
Details about what is expected, valued, and assessed are contained in the rubric below, but you must create:
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a complete online course design in some sort of modular format
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an introductory module
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at least one additional "content" module that contains at least one specific learning activity that matches the module objectives
Note: What you see below is a rubric for this specific class that sets out expectations for this particular class and indicating how our primary class deliverable will be graded. The rubric below is not intended to be applicable to a complete (designed and delivered) online class.
Due: At the beginning of Module 5 (beginning of 6th week).
Total Assignment Value: 40 points and 40% of grade.
RUBRIC for Online Class Design
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40
Points |
Exemplary |
Acceptable |
Needs Improvement |
Course Set-Up |
8 Points Course is well-organized and easy to navigate. Students can clearly understand all components and structure of the course. Contains a Syllabus or Read Me First that clearly lays out course goals and assessments. Contains a Course Information or Course Guide file that clearly lays out the schedule and topics. |
6 points Course is organized and navigable. Students can understand key components of the course. Contains a Syllabus or Read Me First that lays out course goals and assessments. Includes a Course Information or Course Guide document. |
4 points Course is not organized. Key components of the course are missing or unclear. Contains a Syllabus or Read Me First that, but course goals and assessments are unclear. No Course Information or Course Guide file that lays out the schedule and topics. |
Learner Support & Resources |
3 points Course contains extensive information about being an online learner and provides a variety of course-specific resources, as well as contact information for instructor and technical support. |
2 points Course contains some information about being an online learner and provides a some of course-specific resources, as well as contact information for instructor and technical support. |
1 point Course contains very little information about being an online learner and provides little if any course-specific resources or contact information for instructor and technical support. |
Course Structure |
7 points
Course goals are clearly defined and aligned to learning objectives and activities. Learning objectives are identified for each module and learning activities are clearly integrated. |
5 points
Course goals are defined, but not clearly aligned to learning objectives in modules. and aligned to learning objectives. Learning objectives are identified for each module and learning activities are clearly integrated. |
3 points
Course goals are stated, but not clearly aligned to learning objectives. Learning objectives are identified for each module and learning activities are clearly integrated. |
Online Learning Activities |
6 points A variety of multimedia elements and/or learning objects are planned for the course and are relevant to the online environment. The one developed module provides multiple visual, textual, kinesthetic and/or auditory activities to enhance learning for diverse learners. |
4 points Some multimedia elements and/or learning objects are planned for the course and are relevant to the online environment. The one developed module provides some visual, textual, kinesthetic and/or auditory activities to enhance student learning. |
3 points Some multimedia elements and/or learning objects are planned for the course, but are not relevant to the online environment. The one developed module does not provide visual, textual, kinesthetic and/or auditory activities to enhance student learning. |
508 issues |
4 points Accessibility issues are addressed and carried out throughout the course. |
2 points Accessibility issues are addressed, but not consistently carried out. |
0 points Accessibility issues are not addressed or carried out. |
Assessment |
4 Points Course design plans for multiple assessment strategies to measure content knowledge, attitudes and skills. Assessments are closely aligned with course objectives/goals. |
3 Points Course design plans for assessment strategies to measure content knowledge, attitudes, and skills. Assessments are aligned with course objectives/goals. |
2 Points Course design plans for some assessment strategies to measure content knowledge. Assessments are not effectively aligned with course objectives/goals. |
Learner Engagement |
4 points Course design offers ample opportunities for interaction and communication student to student, student to instructor, and student to content. |
3 points Course design offers some opportunities for interaction and communication student to student, student to instructor, and student to content.
|
2 points Course offers few opportunities for interaction and communication student to student, student to instructor, and student to content.
|
Feedback |
4 points A. Course is set up in such a way that students receive regular faculty and peer feedback throughout the course. B Instructor offers several opportunities for students to give feedback on course content. |
3points A. Course design allows students to receive occasional faculty and peer feedback. B Instructor offers several opportunities for students to give feedback on course content. |
2 points A. Course design does not allow students to receive occasional faculty and peer feedback. B Instructor offers several opportunities for students to give feedback on course content. |