This rubric supports faculty as they develop, redesign, and deliver quality online courses that improve the online student learning experience; it is designed for the purpose of continuous improvement of quality online learning. Additionally, it supports peer and dean review of quality online course design and delivery.
Learning Outcomes, Course Activities, and Instructional Materials
Course Technology and Course Support
Engaged Teaching
Design and Delivery Criteria
Within each section, instructors will utilize the Quality Course Design Criteria to review an online course. Similarly, the Delivery Criteria will be used to evaluate the alignment between the Design Criteria and the observable actions completed by the instructor. The Delivery Criteria are aligned with one or more performance indicators from the Essential Competencies of a Valencia Educator.
Rubric Instructions
Read each criterion statement carefully. Consider the Annotations and Resources for further explanations and examples.
A design criterion is met if there is a clear presence of defined online components. A delivery criterion is met with appropriate evidence of instructor actions.
A criterion is not met if the content does not exist or if the evidence is incomplete.
A criterion is not applicable if it does not apply to the course being reviewed.
In Section 1, the Design Criteria are used to review general course information, start right content, and the clear presence of online components. The Delivery Criteria describe actions to support the Design Criteria. In this section, information aligns with the Essential Competencies of Inclusion and Diversity, LifeMap, Assessment, Outcomes-based Practice and Learning-centered Teaching Practices.
Design Criteria 1.1
Course features a dedicated orientation module that serves as an obvious starting point.
Delivery Criteria 1.1
Instructor directs students to a clear course starting point within the orientation module.
An orientation module could be defined as a designated space for Start Right materials; this may include directions/labels such as “Start Here” or “Getting Started”. These labels are clearly visible when the course is opened.
An orientation module is essential to helping your students get off to the right start and succeed in your course. The orientation module is largely a breakdown of the syllabus. The module consists of important components that students need for course success. To ensure that students read and understand each component of the orientation module, you may consider creating requirements for the orientation module in Canvas and/or an orientation quiz (here are some example orientation and syllabus quizzes).
Design Criteria 1.2
Course includes a syllabus, which is easily located.
Delivery Criteria 1.2
Instructor develops a syllabus consistent with college/department syllabus guidelines. The document is clearly labeled, available to students, and easily located.
Instructor updates course with a current syllabus, for the entire term, consistent with syllabus guidelines. Guidelines are provided by the program or department. A clearly labeled syllabus can be accessed in the course. It is considered best practice to provide the syllabus to students approximately a week before a course starts. The content of the syllabus may be populated into the Syllabus link or embedded as a document link
Course includes a course schedule for the entire term, which is easily located.
Delivery Criteria 1.3
Instructor creates an accurate course schedule for the entire term. The document is available to students and easily located.
Instructor updates course with a current course schedule for entire term. The course schedule is labeled as “Course Summary” and is accessed through the Syllabus link.
1. establish student & faculty contact that contributes to students’ academic, personal, and professional growth
2. employ digital tools to aid student contact (e.g., Atlas, MyPortfolio, Canvas, Ask-A-Librarian, email, etc.)
6. help students identify academic behaviors that can be adapted as life skills (e.g., library search skills, decision-making, communication skills, scientific understanding, etc.)
Orientation module includes a catalog description and learning outcomes/ competencies.
Delivery Criteria 1.5
Instructor labels the current course catalog description and course learning outcomes/competencies from the Course Information Management (CIM).
Course learning outcomes and catalog description are provided in the Valencia College course outlines accessed through the Course Information Management, CIM system. In the course, learning outcomes are easily identifiable and prominently stated.
2. align unit, course, and/or program outcomes with one or more student core competencies (Think, Value, Communicate & Act)
7. ensure that unit, course, and program learning outcomes are current and relevant for future academic work and/or vocational and employment opportunities.
Application of skills learned in ENC 1101. Emphasis on style; use of library; reading and evaluating available sources; planning, writing, and documenting short research paper. Gordon Rule course in which the student is required to demonstrate college-level writing skills through multiple assignments.
Minimum grade of C is required if ENC 1102 is used to satisfy Gordon Rule and general education requirements.
PREREQUISITES
Successful completion (Grade "C" or higher) of ENC 1101.
Design Criteria 1.7
Orientation module includes a multimedia message with an instructor introduction.
Delivery Criteria 1.7
Instructor creates a personalized welcome multimedia message.
A welcome multimedia message can include a personalized introduction by the instructor; this may include various content types such as text with images, audio, video, animations, or interactive subject matter. Examples of content could include:
an up-to-date personal introduction
graphic significant to discipline or personal photos
Videos you create and share can help improve instructor presence and student engagement and learning in your class You can also share videos others have made as resources for learning material or as discussion prompts. Students can also easily create and share videos using their mobile devices or free tools such as Screencast-o-Matic and Youtube. The Enhancing Learning with Videos site has many pedagogical and technological tips for effective use of videos in courses. The optimal length of videos for student engagement is 4-6 minutes, so try to keep the videos short.
To embed a Kaltura video, click on the "V" icon in the Rich Text Editor, then select "Embed Kaltura Media."
Recording Videos
You can record your desktop and/or webcam with tools like Screencast-o-matic and Screencastify and share the video on Youtube
You can also use the built-in Kaltura CaptureSpace tool to record a screencast - go to My Media in your Canvas navigation menu -> Add new -> CaptureSpace
Uploading Videos
Do not directly upload videos as files to Canvas. Your course space is limited to 2gb, and videos are large files that may use up that space quickly. Instead, upload your videos to a media server such as Youtube or Vimeo or Kaltura ("My Media" in the navigation menu).
Orientation module includes course policies and course expectations for students and instructors.
Delivery Criteria 1.8
Instructor provides course policies and course expectations for the student and instructor in the orientation module.
Instructor can provide policies and expectations via the orientation module or the syllabus. Expectations of performance and behavior from students and the instructor are defined. Clear ways to ensure student understanding of policies
and expectations include syllabus quiz, student contract, scavenger hunt, etc.
Orientation module includes minimum technical skills expected of the student.
Delivery Criteria 1.11
Instructor directs students to information regarding technical skills needed for the course in the orientation module.
Instructor includes a description of the basic computer technical skills the student should possess to navigate successfully through the technologies associated with the course. Examples of technical skills could include simple understanding of Microsoft Office applications, basic internet navigation skills, and multimedia awareness. Instructor can provide tutorials for using online tools when instructions are initially given, or as technical issues arise for students.
Orientation module clearly states the course technology requirements and includes active technical support links and/or information.
Delivery Criteria 1.12
Instructor directs students to clear information about technology requirements and clearly labels LMS and active technical support links and/or information in the orientation module and course.
Instructor provides information, instructions, and/or access to required tools within the course and provides clear explanations of optional technology, including any additional costs. Active links are located within the course where students will use the technology (i.e. near the materials requiring its use)
You also should search for information about the accessibility of any software or publisher tools you are using.
If you are using social media or another cloud-based tool in your class, considering including a statement like this one to give students an opportunity to opt-out and do an alternative assignment, and/or explain how students can sign up with a pseudonym and avatar and change their online profile to private to maintain their privacy.
Design Criteria 1.13
Orientation module provides written definitions of activities that constitute plagiarism and/or academic misconduct, as well as consequences of such behavior.
Delivery Criteria 1.13
Instructor directs students to the orientation module for guidelines regarding online academic integrity and results of misconduct.
Instructor includes an academic integrity statement and Valencia Academic Dishonesty Policies. The instructor provides examples of unacceptable actions and their consequences within this course.
All forms of academic dishonesty are prohibited at Valencia College. Academic dishonesty includes, but is not limited to, acts or attempted acts of plagiarism, cheating, furnishing false information, forgery, alteration or misuse of documents, misconduct during a testing situation, facilitating academic dishonesty, and misuse of identification with intent to defraud or deceive. For more information, review the Valencia Academic Dishonesty policy.
All work submitted by students is expected to be the result of the students' individual thoughts, research, and self-expression. Whenever a student uses ideas, wording, or organization from another source, the source shall be appropriately acknowledged. If a student is caught submitting plagiarized work a first offense will result in a zero score on the assignment, a second offense will result a class grade of F.
Design Criteria 1.14
Orientation module provides information about how students with disabilities may receive accommodations.
Delivery Criteria 1.14
Instructor includes accurate information for Office for Students with Disabilities (OSD) and how students with disabilities may receive accommodations.
Instructor provides contact information to Office for Students with Disabilities (OSD) and how students with disabilities may receive accommodations.
Valencia is committed to ensuring that all of its programs and services are accessible to students with disabilities. The Office for Students with Disabilities (OSD) determines reasonable and appropriate accommodations for qualified students with documented disabilities based upon the need and impact of the specific disability.
Any student requiring course accommodations due to physical, emotional or learning disability must contact the instructor and provide a Notification to Instructor form by the end of the second week of class. To obtain a letter of accommodation, contact OSD at 407-582-2229.
Design Criteria 1.15
Orientation module includes a link and an explanation of how the college’s academic support services, student services, and online resources can help students succeed in the course, and how students can access them.
Delivery Criteria 1.15
Instructor directs students to links and information on the college’s academic support services, student services, and online resources. Instructor explains how students can access services and resources to support course success.
The instructor provides active links to Valencia Learning Support services and/or Student Services (college-wide or on their campus). The instructor may also reference useful areas in the student’s Atlas account.
Orientation module or first content module includes a required, academically-related activity that will verify student attendance before No Show reporting.
Delivery Criteria 1.16
Instructor directs students to the required academically-related activity to verify student attendance in the orientation module or first content module.
Instructor should explicitly identifies the mandatory attendance activity that students need to complete before the beginning of the No Show period. Examples of activity include course discussion, assignment, syllabus quiz, etc. The activity must take place in the LMS or through Atlas email.
Orientation module or first content module includes an activity that allows students to introduce themselves.
Delivery Criteria 1.17
Instructor deploys an activity in the orientation module or first content module that allows each student to introduce him/herself to the class; the instructor must participate with the students in this activity.
Instructors must provide a personalized response to each student’s introduction. Introduction activities should help build a sense of course community.
1. employ strategies that engage students to become more active learners (e.g., reference interviews, counseling inquiry, engaging lectures, classroom discussions, case studies, scenarios, role-play, problem-based learning, inquirybased learning, manipulatives, etc.)
In Section 2, the Design Criteria are used to review if the course is built to accommodate student needs, including ADA compliance. The Delivery Criteria are used to review if the instructor actions demonstrate the clear presence of accessibility and usability of the course. In this section, the information aligns with the Essential Competencies of Inclusion and Diversity and Outcomes-based Practice.
Design Criteria 2.1
Organization is clear and consistent throughout the course.
Delivery Criteria 2.1
Instructor provides clear directions about how to progress through the course.
From the student view, content is made available in manageable segments (i.e. presented in distinct learning units or modules), flows in a logical progression, and is presented using appropriate mechanisms (content modules, single pages, links to external resources). The content is enhanced with visual and auditory elements; supplementary resources are made available and are well-integrated with other course materials (integrated publisher resources, e-textbooks, course manuals, etc.)
4. sequence learning opportunities and assessments throughout units, courses, programs, and developmental advising to build student understanding and knowledge
Navigation of course is clear, consistent, and can be accomplished on a keyboard to meet universal design.
Delivery Criteria 2.2
Instructor utilizes clear labels to guide course navigation.
The course is easy to navigate (related content organized together, self-evident titles). Content has clear navigation and is well-integrated with other course materials (integrated publisher resources, e-textbooks, course manuals, etc.) The course uses keyboard navigation for universal design.
4. sequence learning opportunities and assessments throughout units, courses, programs, and developmental advising to build student understanding and knowledge
The course provides alternative access to course materials using formats that meet the needs of diverse learners.
Delivery Criteria 2.3
Instructor verifies that course materials use standard universal formats to ensure accessibility.
Instructor provides alternative resources for content (e.g. transcripts) or enables assistive processes (e.g. voice recognition) for those needing accommodation. Accessibility issues are addressed throughout the course.
Non-text elements include an alternative text that accurately describes the material.
Delivery Criteria 2.4
Instructor confirms the accuracy of description for all non-text elements.
Every non-text element includes an accurate description; this description is designed to represent the non-text materials’ meaning. Non-text elements include tables, images, graphics, videos, etc. These are not supported with text and require additional clarification, such as “alt” tags, captions, transcripts, etc.
Accessibility considerations, design factors (e.g. color, text-size manipulations, audio, and video controls), and alt tags are consistent throughout the course.
Delivery Criteria 2.5
Instructor confirms content readability, employs correct spelling and grammar throughout the course content, and verifies that content is visually and functionally consistent throughout the course.
Design factors such as color scheme, icon layout, text size manipulations, audio and video controls, and alt tags are consistent throughout the course.
All course videos are captioned, and all audio files provide transcripts. If no videos or audio files were used, please select N/A.
Delivery Criteria 2.6
Instructor ensures the correct captioning of all videos, as well as accurate transcripts of audio files. If no videos or audio files were used, please select N/A.
Instructor reviews videos and audio files to verify correct captioning of videos. Instructor verifies accurate transcripts of audio are deployed in the course
Guidelines for Video Captions and Audio Transcripts
If audio files are used, a text transcript or other text-based material should be provided
If video files are used, captions or a synchronized text transcript should be provided.
NOTE: Captions also benefit non-native speakers, users with audio disabled or viewers watching a video with poor quality audio.
Video files should be embedded or displayed in a player that can be accessed by a screen reader via keyboard commands. Accessible players include QuickTime, RealPlayer, iTunes, YouTube, and properly configured JW Player.
Videos that include visual information critical to comprehension should include a description of events or images for visually impaired audiences. For example, a screencast of a software product should name the buttons and commands being used, not just say "click here".
Audio or video should not be played by default when entering a page. Instead, the user should be able to click the play button to start the file. This provision prevents audio from interfering with screen reader audio.
NOTE: Transcripts are also beneficial to users who may not be able to access audio on their computers. This is a very frequent situation.
In Section 3, the Design Criteria are used to review if the course includes the essentials of learning outcomes, course activities, and instructional materials. The Delivery Criteria are used to review if the instructor actions support the clear presence of these criteria. In this section, the information aligns with the Essential Competencies of Assessment, Outcomes-based Practice, and Learning-centered Teaching Practice.
Design Criteria 3.1
The module learning outcomes describe outcomes that are measurable and consistent with the course-level outcomes/competencies.
Delivery Criteria 3.1
Instructor utilizes module learning outcomes that are measurable and aligned with course learning outcomes/competencies.
Module learning outcomes should be measurable by utilizing action verbs to clearly state what is being assessed. Module outcomes need to align/reinforce the course learning outcomes from the CIM.
7. ensure that unit, course, and program learning outcomes are current and relevant for future academic work and/or vocational and employment opportunities.
Constructive alignment involves making sure your learning outcomes, your assessments, and your activities are aligned with one another. Here are some more resources on constructive alignment:
The module learning outcomes are clearly described and easy to locate.
Delivery Criteria 3.2
Instructor includes module learning outcomes that are simply phrased, and employs outcomes that are easily identifiable and prominently stated.
Module learning outcomes should be phrased in a way that students would understand the learning goals for the module from the student’s point of view. Outcomes are easily identifiable and prominently stated.
7. ensure that unit, course, and program learning outcomes are current and relevant for future academic work and/or vocational and employment opportunities.
Course materials are presented to students in modules or chunks that are relevant to and aligned with course learning activities and outcomes.
Delivery Criteria 3.3
Instructor delivers organized course materials that are relevant to and aligned with course learning outcomes.
Course materials are organized in modules or chunks (units, chapters, content folders, etc.) and include a variety of course content from reading materials, instructions, assignments, assessments, etc. In order to keep course materials relevant, faculty should update module content at the beginning of each term, and throughout the term, where possible.
4. sequence learning opportunities and assessments throughout units, courses, programs, and developmental advising to build student understanding and knowledge
Course content provides critical thinking opportunities that align with student achievement in learning outcomes/competencies.
Delivery Criteria 3.4
Instructor utilizes and models activities, course materials, and/or resources that foster critical thinking. Instructor explains concepts with examples or models aligned with learning outcomes/competencies, and the level of the course.
Course content, including course materials and resources, provide critical thinking opportunities (e.g. actively conceptualize, analyze, synthesize, make inferences, evaluate data, reflect on content, provide reasoning, engage in discussion, problem-solving, and communication) for students regarding course concepts. These materials should support module and course-level outcomes.
Various assessments are used throughout the course and are sequenced in measurable growth steps that align with student learning outcomes/competencies.
Delivery Criteria 3.5
Instructor provides directions to students on how to use the varied assessments to achieve learning outcomes/competencies.
Instructor should provide directions about assessments (i.e. formative, summative). Assessments should organize learning in measurable growth steps that align with stated learning outcomes.
1. design and employ a variety of assessment measures and techniques, both formative and summative, to form a more complete picture of learning (e.g., classroom assessment techniques, authentic assessments, oral presentations, exams, student portfolios, journals, projects, etc.)
The instructional activities/materials contribute to the achievement of the course and module learning outcomes/competencies.
Delivery Criteria 3.6
Instructor explains how instructional activities/materials relate to the course and module learning outcomes/competencies.
The instructor explains how the activities/materials contribute to the module learning outcomes (e.g. module overview, announcement, weekly email). Publisher or instructional materials should provide students with the resources necessary to achieve the course learning outcomes or competencies.
3. sequence learning opportunities and assessments throughout units, courses, programs, and developmental advising to build student understanding and knowledge
Active learning is defined as an approach to instruction in which students engage the material they study through reading, writing, talking, listening, and reflecting. Activities provided within the course should foster active learning and encourage student interactions as appropriate throughout the course. Interactions include instructor:peer, peer:peer, and peer:content and should support the module-level and course-level outcomes.
The Community of Inquiry (CoI) can help improve students' learning experiences in your course by developing three components: teaching presence (student-teacher interactions), social presence (student-student peer interactions), and cognitive presence (student-content interactions).
Social presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.” (Garrison, 2009)
Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001).
Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).
In Section 4, the Design Criteria are used to review if the course includes components of course technology and course support. The Delivery Criteria are used to review if the instructor actions support the clear presence of these online components. In this section, the information aligns with the Essential Competencies of LifeMap, Learning-centered Teaching Practice, and Professional Commitment.
Design Criteria 4.1
The technologies used in the course are effective and support the learning outcomes/competencies.
Delivery Criteria 4.1
Instructor confirms that technologies are effective and support the learning outcomes/competencies. Instructor confirms course links are active.
Instructor verifies technologies are effective, viewable in mobile app, and links are active.
7. employ methods that increase the students’ academic literacy within the discipline or field (e.g., reading, writing, numeracy, technology skills, information literacy, etc.)
that your textbook is still for sale - there isn't a newer edition that has replaced it
that your technology requirements and recommendations (such as browsers) are not out of date
that you have clear and correct instructions for downloading and installing the latest version of any required software or accessing any third party sites or tools
all your documents including the syllabus are up to date and have the correct dates and sections and information
Design Criteria 4.2
The technologies used in the course contribute to student engagement and active learning.
Delivery Criteria 4.2
Instructor utilizes technologies to promote active learning in course activities and assessments.
Instructor includes tools native to the LMS, or relevant technologies that promote active learning, such as discussion forums, formative assessments, embedded activities, wikis, interactive video presentations, etc.
1. employ strategies that engage students to become more active learners (e.g., reference interviews, counseling inquiry, engaging lectures, classroom discussions, case studies, scenarios, role-play, problem-based learning, inquiry-based learning, manipulatives, etc.)
Interactive videos allow you to for example embed questions in a video that students must answer before continuing the video. This can enhance their learning from videos. As an alternative, you can embed your video in a Canvas quiz or have students answer questions in a Canvas quiz before or after watching a video.
Active links to privacy policies are provided for all the external technologies required in the course. If no outside technologies are used, check N/A.
Delivery Criteria 4.3
Instructor verifies that links to privacy policies for technologies used outside of the college LMS are active. If no outside technologies are used, check N/A.
Instructor includes links to privacy policies for frequently used resources outside of the college LMS.
FERPA (Family Educational Rights and Privacy Act of 1974) is a law which protects the privacy of students. The university is not allowed to reveal any records pertaining to a student without the student's permission. There are ethical considerations about student privacy, as well, such as when interacting with students online.
If you are having your students use a public social media tool such as Twitter or a Wordpress blog, you might consider offering them alternative options to protect their identity and protect them from potential harassment online, such as letting them use pseudonyms, or providing more private alternatives that students may use. Twitter, Wordpress, and other tools often have options to make the profile or website private, as well.
In Section 5, the Design Criteria are used to review the instructor presence, facilitation, and course interactions. The Delivery Criteria are used to review if the instructor actions support the clear presence of these components. In this section, the information aligns with the Essential Competencies of Learning-centered Teaching Practices, Outcomes-based Practice, LifeMap and Assessment.
Design Criteria 5.1
Course features a clear communication policy detailing the method and frequency of instructor responses.
Delivery Criteria 5.1
Instructor assures presence of clear course communication policy and adheres to said policy. Instructor acknowledges student questions in time frame consistent with his/her communication policy, and provides answers to questions when feasible in this time frame.
The course communication plan, which includes the instructor response practices, should be easily located in the course, or listed in the course syllabus. A plan for communication should include contact information, preferred communication method, and expected response times to messages and assignments. In accordance with Valencia policy, faculty maintain student engagement within their 5-day work week; as such, email responses should be sent in an appropriate, timely manner. If special circumstances arise outside the normal policy, the instructor should notify the students ASAP of the unanticipated situation.
Course includes clear instructor feedback policy that specifies response time for feedback on student performance.
Delivery Criteria 5.2
Instructor response time for feedback on student performance is consistent with his/her feedback policy.
Instructor provides feedback on student performance within the time specified in the instructor feedback policy (which is easily located in the course, or is listed in the syllabus). Feedback on student performance ranges from instantaneous to longer than a week, depending on the intricacy of individual course assignments.
Here is some example information about response time from a syllabus:
If you call my office and wish to leave me a voice mail, please repeat your name and telephone number twice. Since I am not always in my office, an email will have a faster response than a voice mail.
All emails will receive my response in a timely fashion. You should expect my reply within a 24-hr. period, excluding Saturdays and Sundays. If you have not received a reply from me within this period, probably I have not received your email. Please resend it. If time permits, I will also get back to you during weekends. On the other hand, when you receive an email from me that requires your response, I expect you to reply in a timely fashion as well. Again, I will be communicating with you on a regular basis, therefore, it is crucial that you check your emails, Canvas Inbox, and announcements frequently so that you are always on track.
Not checking my emails is not accepted as an excuse for missing required tasks; missed announcements and/or emails may affect your grade and are the responsibility of the student.
Design Criteria 5.3
Course includes an online gradebook accessible by students; in addition, course utilizes tools that provide feedback to learners on a variety of assessments.
Delivery Criteria 5.3
Instructor keeps online gradebook current; in addition, instructor incorporates constructive feedback to learners during the course. The gradebook is visible to students
Instructor should actively monitor student engagement in the course, and individually contact struggling students. Instructors should keep online gradebook current. Instructor ensures the gradebook remains updated as the course progresses through the term, paying special attention to withdrawal deadlines.
1. design and employ a variety of assessment measures and techniques, both formative and summative, to form a more complete picture of learning (e.g., classroom assessment techniques, authentic assessments, oral presentations, exams, student portfolios, journals, projects, etc.)
4. employ formative feedback loops that assess student learning and inform students of their learning progress
6. give timely feedback on learning activities and assessments
The course provides students with opportunities to receive formative feedback on their learning progress.
Delivery Criteria 5.4
Instructor directs learning activities and assessments where the students receive formative feedback on their learning progress throughout the course.
Instructor structures opportunities for students to receive formative feedback (e.g. self-evaluations, formative assessment). Students are provided timely and substantive feedback throughout the course. Examples of feedback can be associated with each assignment.
Midterm student feedback survey - survey your students in the middle to early part of the semester to get their feedback on things they like or things they suggest for improvement in the course.
(on a paper assignment) I’m most satisfied with . . . I’m least satisfied with . . . I’m having problems with . . .
Student Feedback on Instruction (SFI) - This is required in all courses. You might describe to students how you have used this feedback to improve your course. If possible, you might give students a bonus point for completing the end of course survey.
Design Criteria 5.5
Course includes an introduction overview to each learning module, which outlines the module learning outcomes/competencies, course content, learning activities, and assessments for the module.
Delivery Criteria 5.5
Instructor directs students to learning module overview, which offers an introduction to the module learning outcomes/competencies, course content, learning activities, and assessments.
Instructor provides a welcome overview to each new module (i.e. multimedia segment or written content). This includes an introduction for all components. Instructor can include module guidance through scheduled text, or multimedia updates.
1. create a new, or revised, learning outcome for a unit, course or program that meets the criteria for learning outcomes (this performance indicator must be used in conjunction with at least one other Outcomes-based Practice indicator for demonstration in faculty portfolios)
4. sequence learning opportunities and assessments throughout units, courses, programs, and developmental advising to build student understanding and knowledge
Learning activities provide opportunities for interaction that support active learning.
Delivery Criteria 5.6
Instructor facilitates interactions to support active learning and communication.
Active learning is defined as an approach to instruction where students engage the material they study through reading, writing, talking, listening, and reflecting. Activities provided within the course should foster active learning and encourage student interactions as appropriate throughout the course. Interactions include instructor:peer, peer:peer, peer:content, and should support the module-level and course-level outcomes. Instructor can promote cooperative learning and/or collaboration by using learning activities that encourage probing questions, provide examples, and promote critical thinking to align with learning outcomes.
1. employ strategies that engage students to become more active learners (e.g., reference interviews, counseling inquiry, engaging lectures, classroom discussions, case studies, scenarios, role-play, problem-based learning, inquirybased learning, manipulatives, etc.)
3. use cooperative/collaborative learning strategies (e.g., peer to peer review, team projects, think/pair/share, etc.)
4. incorporate concrete, real-life situations into learning activities
6. employ methods that develop student understanding of discipline’s thinking, practice, and procedures
Canvas Wikis - When you create a Page, change "Only teachers" can edit this page, to "Teachers and students". Alternatively, you can put students in Canvas Groups, where they can edit and create their own pages.
Course features models/examples and clear expectations for participation, conduct, and performance.
Delivery Criteria 5.7
Instructor utilizes a rubric or grading strategy to explain how participation, conduct, and/or performance is evaluated in alignment with the grading policy.
Instructor provides clear descriptions for criteria used to evaluate student performance and participation within the course (e.g. syllabus, netiquette, guidelines, rubrics, checklists). Examples include performance, participation and communication expectations, and guidelines summarized within the course syllabus and grading policy.