What is the Rubric for Online Competencies (ROC)?

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. 

Printable Versions

  • ROC (PDF)
  • Course Peer Review Process (PDF)

ROC Sections

  1. Start Right
  2. Accessibility and Usability
  3. Learning Outcomes, Course Activities, and Instructional Materials
  4. Course Technology and Course Support
  5. 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.

Essential Competencies

  • Lifemap
    • 5. guide students in developing academic behaviors for college success (e.g., time management, study, test and note taking strategies, etc.)

Faculty Development Courses

  • LFMP3115: Designing an Effective Online Student Orientation
  • LCTS3212: Boot Camp for Online Instruction

Resources

  • See this Sample Orientation Module from the Valencia Sample Courses
  • Video: ROC 1.1: Explanation and Examples
  • Kaltura Video Quizzing in Canvas
  • Making a Tabs Page in Canvas
  • Canvas Tutorials
    • How do I use the Modules Index Page?
    • How do I add a module?
    • How do I add assignment types, pages, and files as module items?
    • How do I add requirements to a module?

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

Essential Competencies

  • Lifemap
    • 1. establish student & faculty contact that contributes to students’ academic, personal, and professional growth

Faculty Development Courses

  • LFMP3115: Designing an Effective Online Student Orientation

Resources

  • Sample Syllabi
    • Valencia Sample Course - Syllabus Template
    • Liza Schellpfeffer SPC 1608 Fundamentals of Speech Syllabus Contract
  • Syllabus rubric
  • Syllabus checklist example
  • Canvas Tutorials
    • How do I edit the Syllabus description in a course?
    • How do I use the Syllabus as an instructor?
    • How to upload your Syllabus into Canvas

 

Design Criteria 1.3

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.

Essential Competencies

  • Lifemap
    • 1. establish student & faculty contact that contributes to students’ academic, personal, and professional growth

Faculty Development Courses

  • LFMP3115: Designing an Effective Online Student Orientation

Resources

  • Sample course summary - autogenerated on the bottom of every Canvas Syllabus page
  • Sample Course Summary at the bottom of the Syllabus page in Canvas Essentials
  • Canvas Tutorials
    • How do I use the Syllabus as an instructor?

Design Criteria 1.4

Orientation module contains directions on how to navigate the class environment and the description of overall course structure.

Delivery Criteria 1.4

Instructor provides communication that directs students on how to navigate the class environment and the course structure.

Best practices include sending a pre-orientation informational message, via Learning Management System (LMS) or Atlas, including:

  • how to log in and get started
  • required course materials
  • how to get course materials

Course structure is described as using logical segments that organize a class. Examples include weekly modules, chapters, topics, etc.

Essential Competencies

  • Lifemap
    • 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.)

Faculty Development Courses

  • LFMP3115: Designing an Effective Online Student Orientation

Resources

  • Sample Navigating this Course page from Canvas Essentials
  • Creating an orientation video 

Design Criteria 1.5

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.

Essential Competencies

  • Outcomes-based Practice
    • 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.

Faculty Development Courses

  • LOBP2131: Learning Outcomes-based Practice
  • LFMP3115: Designing an Effective Online Student Orientation

Resources

  • Course Information Management System (CIM)
  • Video: Finding the Course Information System

Design Criteria 1.6

Orientation module includes mandatory prerequisite knowledge in the discipline and/or any required skills/competencies.

Delivery Criteria 1.6

Instructor labels the required prerequisite knowledge in the discipline and/or any skills/competencies in the orientation module.

Prerequisites and/or required competencies are found in the CIM system on the course outline.

Essential Competencies

  • Lifemap
    • 4. help students assume responsibility for making informed academic decisions (e.g., degree requirements, transfer options, financial aid, etc.)

Faculty Development Courses

  • LFMP3115: Designing an Effective Online Student Orientation

Resources

  • Course Information Management System (CIM)
  • Video: Finding Your Course Outcomes CIM Tutorial

Example

ENC 1102

COURSE DESCRIPTION

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
  • course overview
  • syllabus review
  • course schedule

Essential Competencies

  • Lifemap
    • 2. employ digital tools to aid student contact (e.g., Atlas, MyPortfolio, Canvas, Ask-A-Librarian, email, etc.)

Faculty Development Courses

  • LFMP3115: Designing an Effective Online Student Orientation
  • LTAD327: Online Video Orientations
  • LTAD3388: Screencasting
  • LTAD3389: Video Captioning

Resources

  • Creating a video to introduce yourself
  • How to Keep the Human Element in Online Classes
  • Including testimonials from previous students can help improve student success in your course
  • Sample Canvas Essentials Welcome Video
  • Sample video script
  • Canvas Tutorials
    • Video: Conversations Overview (Inbox) and How do I send a message to all course users in Conversations as an instructor?
    • Video: Announcements Overview and How do I make an announcement in a course?
    • Email messages with a "hook" to get students to login and participate in your online course.

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.

Embedding Videos

  • How do I embed a video in a page in a course?
  • How do I embed iFrame videos using the Rich Content Editor?
  • How do I link to a YouTube video in the Rich Content Editor?
  • Embedding Content Using the Public Resources LTI
  • 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).

  • Uploading videos to Youtube
  • Kaltura Video Tools - go to My Media -> Add New -> Media Upload
    • If you do not see the My Media item in your course navigation menu, go to your course Settings and the Navigation tab to enable it.

Captioning Videos (see also ROC 2.6)

  • In Kaltura, how do I order, download, and edit captions or transcripts - go to My Media -> click on your video -> Actions -> Order Captions
  • Use automatic captioning in Youtube and Add your own subtitles & closed captions

Interactive Videos with Embedded Quizzes

  • You could turn your syllabus quiz (see ROC 1.16) into an interactive video with embedded questions (graded or not)
  • Kaltura Interactive Video Quiz Canvas Gradebook User Guide - In Canvas, go to My Media -> Add New -> Interactive Video Quiz
  • PlayPosit
  • EDpuzzle

Design Criteria 1.8

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.

Essential Competencies

  • Lifemap
    • 5. guide students in developing academic behaviors for college success (e.g., time management, study, test and note taking strategies, etc.)
  • Assessment as a Tool for Learning
    • 5. communicate assessment criteria to students and colleagues

Faculty Development Courses

  • LFMP3115: Designing an Effective Online Student Orientation

Resources

  • Sample Course Policies page from Valencia Sample Course
  • Information about Valencia College's attendance and "no show" policy
  • Valencia College Policies and Procedures
  • Tips for Online Success

Design Criteria 1.9

Orientation module includes course communication protocol.

Delivery Criteria 1.9

Instructor provides course communication protocol in the orientation module and consistently models proper usage of netiquette.

Instructor includes communication guidelines and consistently models actions for student behaviors such as netiquette and similar class expectations.

Essential Competencies

  • Lifemap
    • 5. guide students in developing academic behaviors for college success (e.g., time management, study, test and note taking strategies, etc.)

Faculty Development Courses

  • LFMP3115: Designing an Effective Online Student Orientation

Resources

  • Principles For How We Treat Each Other
  • Netiquette
  • Title IX & Equal Opportunity
  • Sample Course Communications page from Valencia sample course
  • Canvas Tutorials
    • Video: Conversations Overview (Inbox) and How do I send a message to all course users in Conversations as an instructor?
    • Video: Announcements Overview and How do I make an announcement in a course?
    • Email messages with a "hook" to get students to login and participate in your online course.
  • You can help your struggling students by sending intervention messages or meeting with students to discuss study strategies

Design Criteria 1.10

Orientation module includes grading criteria and policies for the entire term.

Delivery Criteria 1.10

Instructor defines grading criteria and communicates policies for the entire term in the orientation module.

Instructor provides students with information to explain how grades are calculated, the grading scale, and grading policies for the entire term.

Essential Competencies

  • Assessment as a Tool for Learning
    • 5. communicate assessment criteria to students and colleagues

Faculty Development Courses

  • LFMP3115: Designing an Effective Online Student Orientation

Resources

  • Valencia Grades
  • Canvas Tutorials
    • How do I enable a grading scheme for a course?
    • How to Create Assignments and Manage your Gradebook

Design Criteria 1.11

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.

Essential Competencies

  • Lifemap
    • 5. guide students in developing academic behaviors for college success (e.g., time management, study, test and note taking strategies, etc.)
  • Inclusion & Diversity
    • 1. design and support learning experiences that address students’ unique strengths and/or needs

Faculty Development Courses

  • LFMP3115: Designing an Effective Online Student Orientation

Resources

  • GCFlearnfree Technology Basics
  • Sample Technology Requirements and Skills page from Valencia Sample Course
  • Canvas Tutorials for Students
    • Canvas 101
    • Canvas: Getting Started as a Student
    • Canvas Student Guide

Design Criteria 1.12

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)

Essential Competencies

  • Lifemap
    • 4. help students assume responsibility for making informed academic decisions (e.g., degree requirements, transfer options, financial aid, etc.)
    • 5. guide students in developing academic behaviors for college success (e.g., time management, study, test and note taking strategies, etc.)

Faculty Development Courses

  • LFMP3115: Designing an Effective Online Student Orientation

Resources

  • Sample Technology Requirements and Skills page from Valencia Sample Course
  • Sample System Requirements for various common software tools and publishers
  • Technology Privacy Statements from various common software tools and publishers
  • 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.

Essential Competencies

  • Lifemap
    • 4. help students assume responsibility for making informed academic decisions (e.g., degree requirements, transfer options, financial aid, etc.)
    • 5. guide students in developing academic behaviors for college success (e.g., time management, study, test and note taking strategies, etc.)

Faculty Development Courses

  • LFMP3115: Designing an Effective Online Student Orientation

Resources

  • Valencia's Student Code of Conduct
  • Academic Dishonesty
  • Plagiarism Resources
  • Canvas Tutorials
    • Using the Unicheck Plagiarism Checker in Canvas

It is best practice to provide multiple examples of unacceptable actions and their consequences within the course. Examples to include are Valencia's Student Code of Conduct, Academic Dishonesty, and Plagiarism Resources.

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.

Essential Competencies

  • Inclusion & Diversity
    • 1. design and support learning experiences that address students’ unique strengths and/or needs
    • 4. create a learning atmosphere with respect, understanding, and appreciation of individual and group differences
    • 6. ensure accessibility of course content in alignment with federal law and Valencia
      standards

Faculty Development Courses

  • LFMP3115: Designing an Effective Online Student Orientation

Resources

  • Office for Students with Disabilities (OSD)

Example Statement from the Valencia Sample Course Syllabus: Students with Disabilities

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.

Essential Competencies

  • Lifemap
    • 3. seek out struggling students and identify options through dialog and appropriate referrals
    • 4. help students assume responsibility for making informed academic decisions (e.g., degree requirements, transfer options, financial aid, etc.)

Faculty Development Courses

  • LFMP3115: Designing an Effective Online Student Orientation

Resources

  • Sample Student Support Services page from Valencia Sample Course
  • Valencia Learning Support
  • Baycare Mental Health Services
  • CARE: Mental Health Awareness

 

Design Criteria 1.16

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.

Essential Competencies

  • Lifemap
    • 1. establish student & faculty contact that contributes to students’ academic, personal, and professional growth
    • 4. help students assume responsibility for making informed academic decisions (e.g., degree requirements, transfer options, financial aid, etc.)
  • Assessment as a Tool for Learning
    • 5. communicate assessment criteria to students and colleagues

Faculty Development Courses

  • LFMP3115: Designing an Effective Online Student Orientation

Resources

  • Sample syllabus quizzes

 

Design Criteria 1.17

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.

Essential Competencies

  • Lifemap
    • 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.)
  • Inclusion & Diversity
    • 4. create a learning atmosphere with respect, understanding, and appreciation of individual and group differences
  • Learning-centered Teaching Practice
    • 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.)

Faculty Development Courses

  • LFMP3115: Designing an Effective Online Student Orientation
  • INDV3248: Building Online Learning Communities

Resources

  • Sample Introduction Activities
  • Discussion with creative leading questions
  • Importance of Icebreakers in Online Courses
  • Ideas for Discussions and Activities

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.)

Essential Competencies

  • Outcomes-based Practice
    • 4. sequence learning opportunities and assessments throughout units, courses, programs, and developmental advising to build student understanding and knowledge

Faculty Development Courses

  • LTAD1118: Canvas Essentials
  • LCTS3212: Boot Camp for Online Instruction

Resources

  • A Self-Directed Guide to Designing Courses for Significant Learning
  • Sample Courses
  • Canvas Tutorials
    • How do I use the Modules Index Page?
    • How do I add a module?
    • How do I add assignment types, pages, and files as module items?
    • Integrating Publisher Materials with Canvas

 

Design Criteria 2.2

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.

Essential Competencies

  • Outcomes-based Practice
    • 4. sequence learning opportunities and assessments throughout units, courses, programs, and developmental advising to build student understanding and knowledge
  • Inclusion & Diversity
    • 1. design and support learning experiences that address students’ unique strengths and/or needs
    • 4. create a learning atmosphere with respect, understanding, and appreciation of individual and group differences

Faculty Development Courses

  • INDV3246: Universal Design for Online Learning
  • LCTS3212: Boot Camp for Online Instruction

Resources

  • Keyboard Accessibility
  • Canvas Tutorials
    • How do I manage Course Navigation links?
    • How do I use the Course Home Page as an instructor?
    • Accessibility within Canvas
    • Integrating Publisher Materials with Canvas
  • Keyboard Shortcuts for Canvas
  • Modules on Creating Accessible Courses in Canvas
  • Web Design

Design Criteria 2.3

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.

Essential Competencies

  • Inclusion & Diversity
    • 1. design and support learning experiences that address students’ unique strengths and/or needs
    • 4. create a learning atmosphere with respect, understanding, and appreciation of individual and group differences
    • 6. ensure accessibility of course content in alignment with federal law and Valencia standards

Faculty Development Courses

  • INDV1153: Making Learning Accessible
  • INDV3246: Universal Design for Online Learning

Resources

  • OSD Faculty Resource Guide (PDF)
  • Canvas & Technology Tutorials
    • How to Fix and Prevent Accessibility Issues in Your Canvas Course
    • How do I use the Accessibility Checker in the Rich Content Editor?
    • Canvas General Accessibility Design Guidelines
    • Ally Help for Instructors
    • Make your Word documents accessible
    • Create and verify PDF accessibility (Acrobat Pro)

Design Criteria 2.4

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.

Essential Competencies

  • Inclusion & Diversity
    • 1. design and support learning experiences that address students’ unique strengths and/or needs
    • 6. ensure accessibility of course content in alignment with federal law and Valencia standards

Faculty Development Courses

  • INDV1153: Making Learning Accessible
  • INDV3246: Universal Design for Online Learning

Resources

  • Canvas & Technology Tutorials
    • How to Fix and Prevent Accessibility Issues in Your Canvas Course
    • How do I use the Accessibility Checker in the Rich Content Editor?
    • Canvas General Accessibility Design Guidelines
    • Ally Help for Instructors

Design Criteria 2.5

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.

Essential Competencies

  • Inclusion & Diversity
    • 4. create a learning atmosphere with respect, understanding, and appreciation of individual and group differences
    • 6. ensure accessibility of course content in alignment with federal law and Valencia standards

Faculty Development Courses

  • INDV1153: Making Learning Accessible
  • INDV3246: Universal Design for Online Learning

Resources

  • Canvas & Technology Tutorials
    • How to Fix and Prevent Accessibility Issues in Your Canvas Course
    • How do I use the Accessibility Checker in the Rich Content Editor?
    • Canvas General Accessibility Design Guidelines
    • Ally Help for Instructors
    • Make your Word documents accessible
    • Create and verify PDF accessibility (Acrobat Pro)

Design Criteria 2.6

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

Essential Competencies

  • Inclusion & Diversity
    • 1. design and support learning experiences that address students’ unique strengths and/or needs
    • 4. create a learning atmosphere with respect, understanding, and appreciation of individual and group differences
    • 6. ensure accessibility of course content in alignment with federal law and Valencia standards

Faculty Development Courses

  • LTAD3389: Video Captioning
  • INDV1153: Making Learning Accessible
  • INDV3246: Universal Design for Online Learning

Resources

  • Video Captioning Resources
  • How Closed Captions Can Benefit All Students
  • Canvas & Technology Tutorials
    • How to Fix and Prevent Accessibility Issues in Your Canvas Course
    • Canvas General Accessibility Design Guidelines
    • Youtube: Use automatic captioning & Do-it-yourself transcription
    • Order and edit captions in Kaltura (My Media)

Guidelines for Video Captions and Audio Transcripts

  1. If audio files are used, a text transcript or other text-based material should be provided
  2. 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.
  3. 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.
  4. 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".
  5. 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.

Essential Competencies

  • Outcomes-based Practice
    • 7. ensure that unit, course, and program learning outcomes are current and relevant for future academic work and/or vocational and employment opportunities.

Faculty Development Courses

  • LOBP2131: Learning Outcomes-based Practice

Resources

  • Learning Objective Builder Tool
  • Using action verbs for learning outcomes
  • How to Write a Measurable Learning Outcome
  • Sample Learning Outcomes
  • Revised Bloom’s Taxonomy
  • Using Bloom’s Taxonomy to Write Effective Learning Objectives

Writing SMART Learning Outcomes

SMART Learning Objectives should be:

  • Specific
  • Measurable
  • Attainable / Achievable
  • Results-Focused / Relevant
  • Time-Focused

Here are some resources on writing SMART learning objectives:

  • Learning Objectives handout (pdf)
  • Making Learning Objectives "SMART" (pdf)

Constructive Alignment

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:

  • Using Biggs' Model of Constructive Alignment in Curriculum Design
  • Teaching Teaching & Understanding Understanding Part 1, Part 2, and Part 3 videos

Design Criteria 3.2

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.

Essential Competencies

  • Outcomes-based Practice
    • 7. ensure that unit, course, and program learning outcomes are current and relevant for future academic work and/or vocational and employment opportunities.

Faculty Development Courses

  • LOBP2131: Learning Outcomes-based Practice

Resources

  • Learning Objective Builder Tool
  • Using action verbs for learning outcomes
  • How to Write a Measurable Learning Outcome
  • Sample Learning Outcomes

Transparency in Learning and Teaching

The Transparency in Learning and Teaching Project has resources for helping students understand how and why they are learning course content in particular ways. See also:

  • Transparent Assignments Enhance Students' Success is a PDF handout with some examples of less transparent and more transparent assignments.
  • A Teaching Intervention that Increases Underserved College Students’ Success is a 2016 article in Peer Review with more background information and data.
  • You can use this Transparent Assignment Template (pdf) as a guide for designing your own assignments, if you wish.
  • And see also this Transparent Assignment Rubric

Design Criteria 3.3

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.

Essential Competencies

  • Outcomes-based Practice
    • 4. sequence learning opportunities and assessments throughout units, courses, programs, and developmental advising to build student understanding and knowledge

Faculty Development Courses

  • LCTS3212: Boot Camp for Online Instruction
  • LCTS3247: Maximizing Hybrid Learning
  • LCTS3137: Facilitating Online Learning

Resources

  • Aligning Learning Activities and Outcomes
  • Sample Courses
  • Canvas Tutorials
    • How do I use the Modules Index Page?
    • How do I add a module?
    • How do I add assignment types, pages, and files as module items?
    • How do I add requirements to a module?

Design Criteria 3.4

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.

Essential Competencies

  • Outcomes-based Practice
    • 2. align unit, course, and/or program outcomes with one or more student core competencies (Think, Value, Communicate & Act)

Faculty Development Courses

  • LCTS2214: Problem-based Learning
  • LCTS2217: Project-based Learning
  • LCTS2222: Case-based Learning
  • LCTS2223: Asking the Right Questions
  • LOBP2230: Core Competencies: Think, Value, Communicate, Act (TVCA)
  • LOBP3230 Thinking Things Through: Critical Thinking Elements, Traits & Standards

Resources

  • Strategies for Teaching Students to Think Critically: A Meta-Analysis
  • Critical Thinking for Disciplines
  • Critical Thinking Rubric
  • Critical Thinking Tools Aligned With Bloom’s Taxonomy

Design Criteria 3.5

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.

Essential Competencies

  • Outcomes-based Practice
    • 2. align unit, course, and/or program outcomes with one or more student core competencies (Think, Value, Communicate & Act)
  • Assessment as a Tool for Learning
    • 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.)  

Faculty Development Courses

  • LTAD1118: Canvas Essentials
  • LCTS3212: Boot Camp for Online Instruction
  • ASMT2122: Classroom Assessment Techniques, Part I
  • ASMT3353: Authentic Learning and Online Assessment
  • ASMT2121: Assessment as a Tool for Learning
  • ASMT2230: Essay Question Development and Analytical Thinking
  • ASMT2228: Authentic Assessment
  • ASMT2229: Assessing Higher Order Thinking Through Multiple Choice Questions
  • ASMT 2227: Understanding and Designing Rubrics
  • LOBP3334: Using Rubrics to Create Dialog
  • LTAD3286: Test and Activity Creators

Resources

  • Assessment Basics
  • 50 Classroom Assessment Techniques (PDF)
  • Assessment Design Decision Framework
  • Sample Courses
  • A Self-Directed Guide to Designing Courses for Significant Learning
  • Canvas Tutorials
    • How do I create an assignment?
    • How do I create a quiz with individual questions?

Design Criteria 3.6

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.

Essential Competencies

  • Outcomes-based Practice
    • 3. sequence learning opportunities and assessments throughout units, courses, programs, and developmental advising to build student understanding and knowledge
  • Learning-centered Teaching Practice
    • 6. employ methods that develop student understanding of discipline’s thinking, practice, and procedures

Faculty Development Courses

  • LTAD1118: Canvas Essentials
  • LCTS3212: Boot Camp for Online Instruction
  • LTAD3286: Test and Activity Creators
  • LCTS3242: Developing Interactive Web-based Courses
  • LCTS3290: Foundations of Active Learning
  • LCTS2224: Interactive Lectures
  • LCTS2225: Flipped Classroom

Resources

  • Sample Courses
  • Active Learning in an Online Course
  • A Self-Directed Guide to Designing Courses for Significant Learning
  • Transparent Assignment Rubric
  • 100+ Activities for Motivating and Retaining Learners Online (free ebook)
  • Course Workload Estimator
  • Canvas Tutorials
    • How do I create a new page in a course?
    • How do I upload a file to a course?
    • Integrating Publisher Materials with Canvas

Effective Online Discussions

There are many reasons to incorporate online discussions in courses, including face-to-face classes.  Here are some sample discussion prompts and discussion expectations to help you with designing effective online discussion activities.  Mastering the art of facilitation is also one key to getting students to participate in online discussions.

  • Video: Discussion Creation
  • How do I create a discussion as an instructor?
  • How can I require students to reply to a course discussion before they see other replies?
  • How do I reply to a discussion as an instructor?
  • Sample discussion rubrics

Activities to Support a Community of Inquiry

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).

These descriptions are via the CoI Model page.

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.

Essential Competencies

  • LifeMap
    • 2. employ digital tools to aid student contact (e.g., Atlas, MyPortfolio, Canvas, Ask-A-Librarian, email, etc.)
  • Learning-centered Teaching Practice
    • 7. employ methods that increase the students’ academic literacy within the discipline or field (e.g., reading, writing, numeracy, technology skills, information literacy, etc.)

Faculty Development Courses

  • LTAD3240: Multimedia Tools for All Courses
  • LCTS3293: Technology Enhanced Active Learning (TEAL) Part I
  • LCTS3294: Technology Enhanced Active Learning (TEAL) Part II

Resources

  • The Instructuregogy Wheel
  • Rubric for E-Learning Tool Evaluation
  • Canvas Tutorials
    • How to Fix and Prevent Accessibility Issues in Your Canvas Course
    • How do I validate links in a course?

Tips for Keeping Your Course and Tools Current

At the beginning of the semester, you may want to double check:

  • all your links to make sure none are broken (use the Canvas link validator)
  • 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.

Essential Competencies

  • Learning-centered Teaching Practice
    • 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.)

Faculty Development Courses

  • LTAD3240: Multimedia Tools for All Courses
  • LCTS3293: Technology Enhanced Active Learning (TEAL) Part I
  • LCTS3294: Technology Enhanced Active Learning (TEAL) Part II
  • LCTS3280: Teaching and Learning with Social Media, Part I
  • LCTS3383: Teaching and Learning with Social Media, Part II

Resources

  • The Instructuregogy Wheel
  • Student Centered Learning in Canvas
  • Active Learning in an Online Course
  • Critical Thinking Tools Aligned With Bloom’s Taxonomy

Active Learning in Online Classes

Here are some articles with tips for incorporating more active learning in your online classes:

  • The Online Teaching Activity Index lists several activities you could use in your course.
  • From Passive Viewing to Active Learning: Simple Techniques for Applying Active Learning Strategies to Online Course Videos
  • Learning Online is not a Spectator Sport: How to Make it Active
  • Interactive Activities in Online and Hybrid Courses

Creating Interactive Videos

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.

  • Kaltura's Interactive Video Quiz - see My Media in Canvas
  • PlayPosit
  • EDpuzzle

Facilitating Online Discussions

Here are some tips by Debbie Morrison on facilitating and enhancing the effectiveness of online discussions:

  • Instructor involvement in Online Discussions? To be or not?
  • 3 Reasons Students Don’t Participate in Online Discussions
  • How to Get Students to Participate in Online Discussions
  • The Methods and Means to Grading Student Participation in Online Discussions
  • How to Promote Critical Thinking with Online Discussion Forums
  • Ten Reasons Students Don’t Participate in Online Discussions & How to Remedy Each
  • More posts from Debbie Morrison on facilitating online forums

Design Criteria 4.3

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.

Essential Competencies

  • Professional Commitment
    • 4. stay current with technological tools and/or platforms within discipline and at the college

Faculty Development Courses

  • LFMP3345: Learning Support Services at Your Campus
  • PRFC3244: Legal Issues and the Virtual Student

Resources

  • Privacy policies for frequently used resources outside of LMS
  • Technology Requirements and Skills page from sample Valencia course
  • Technology privacy statements from common software tools and publishers

FERPA Guidelines and Social Media

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.

Here are some more resources about FERPA:

  • Valencia College FERPA information - take the quiz to check your understanding
  • Is Your Use of Social Media FERPA Compliant?

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.

Essential Competencies

  • LifeMap
    • 1. establish student & faculty contact that contributes to students’ academic, personal, and professional growth

Faculty Development Courses

  • LCTS3212: Boot Camp for Online Instruction
  • LTAD1118: Canvas Essentials

Resources

  • Course Communications page from sample Valencia course
  • Principles For How We Treat Each Other
  • Netiquette
  • Title IX & Equal Opportunity
  • Canvas Tutorials
    • Video: Conversations Overview (Inbox) and How do I send a message to all course users in Conversations as an instructor?
    • Video: Announcements Overview and How do I make an announcement in a course?
    • Email messages with a "hook" to get students to login and participate in your online course.
  • You can help your struggling students by sending intervention messages or meeting with students to discuss study strategies

Design Criteria 5.2

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.

Essential Competencies

  • LifeMap
    • 1. establish student & faculty contact that contributes to students’ academic, personal, and professional growth
  • Assessment as a Tool for Learning
    • 6. give timely feedback on learning activities and assessments

Faculty Development Courses

  • LCTS3212: Boot Camp for Online Instruction

Resources

  • Course Communications page from sample Valencia course
  • Canvas Tutorials
    • How do I use SpeedGrader?
    • How do I enter and edit grades in SpeedGrader?
    • How do I add annotated comments in student submissions using DocViewer in SpeedGrader?

Sample of Response Time in a Syllabus

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.

Essential Competencies

  • Assessment as a Tool for Learning
    • 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

Faculty Development Courses

  • LTAD1118: Canvas Essentials
  • LCTS3212: Boot Camp for Online Instruction
  • ASMT2227: Understanding and Designing Rubrics

Resources

  • Academic Progress Policy
  • Canvas Tutorials
    • How do I use the Gradebook?
    • How to create assignments and manage your gradebook

Contacting Struggling Students

Transforming the Lowest-Performing Students: An Intervention That Worked (pdf) is a research study that showed how contacting students who struggled on the first exam can dramatically improve their performance on the following exam.

See also:

  • Helping Failing Students: Part 1 and Part 2
  • Ten Rules of Good (and Bad) Studying
  • Study Skills and Test Preparation (video)
  • Study Guides and Strategies Website

You might also point students to the Free Online Tutoring at Valencia resources.

Design Criteria 5.4

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.

Essential Competencies

  • Assessment as a Tool for Learning
    • 2. design activities to help students refine their abilities to self-assess their learning

Faculty Development Courses

  • ASMT3353: Authentic Learning and Online Assessment
  • LTAD3228 Using Polls and Surveys to Engage and Assess
  • ASMT2121: Assessment as a Tool for Learning
  • ASMT2122: Classroom Assessment Techniques
  • ASMT3222: Strengthening Teaching and Learning Using Student Feedback on Instruction

Resources

  • Formative Assessment In eLearning
  • Formative Assessment
  • Sample Midterm Student Feedback survey in Valencia sample course
  • Canvas Tutorials
    • How do I create a survey in my course?

Student Feedback Techniques

  • 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.
  • Minute paper questions - add a question to the end of a lesson or assignment, such as:
    • What question remains unanswered in your mind?
    • What was the most surprising idea or concept?
    • (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.

Essential Competencies

  • Outcomes-based Practice
    • 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

Faculty Development Courses

  • LCTS3212: Boot Camp for Online Instruction

Resources

  • Sample Module Overviews

 

Design Criteria 5.6

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.

Essential Competencies

  • Learning-centered Teaching Practice
    • 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
       

Faculty Development Courses

  • Active learning certification
    • LCTS3290: Foundations of Active Learning
    • LCTS3291: Impacting Active Learning through Metacognition
    • LCTS3292: Active Learning Capstone
  • LCTS3137: Engaging the Online Learner
  • INDV3358: The Art of Facilitating Online Discussions
  • LCTS3242: Developing Interactive Web-based Courses

Resources

  • Active Learning in an Online Course
  • Student Centered Learning in Canvas
  • The Instructuregogy Wheel
  • Using Active Learning
  • Active Learning Activities
  • Using Cooperative Learning
  • Online collaborative learning - chapter from the free book Teaching in a Digital Age
  • Turning Student Groups into Effective Teams (pdf) - see the appendices for some forms and tips 
  • Active Learning Techniques (interactive PDF)
  • A Self-Directed Guide to Designing Courses for Significant Learning
  • Canvas Tutorials
    • Canvas Discussions
    • 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.
    • Canvas Groups
    • Canvas Peer Review Assignments and Discussions
    • Canvas (Video) Conferences
    • Canvas Collaborations (Google Docs)

Design Criteria 5.7

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.

Essential Competencies

  • Learning-centered Teaching Practice
    • 6. employ methods that develop student understanding of discipline’s thinking, practice, and procedures
  • Assessment as a Tool for Learning
    • 5. communicate assessment criteria to students and colleagues

Faculty Development Courses

  • ASMT2227: Understanding and Designing Rubrics
  • LCTS3211: Strategies for Academic Integrity
  • LTAD3286: Tools for Plagiarism Prevention

Resources

  • Transparency in Learning and Teaching Project
  • Assessment resources
  • Rubrics in Online Learning
  • Canvas Tutorials
    • How do I create a rubric in a course?
    • How do I add a rubric to an assignment?
    • How do I add a rubric to a graded discussion?

 

  • Visit H5P.org to check out more cool content.