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ITEC 7481: LMS Coursework Template for Meeting the Requirements of the Online Course Assessment (OCA)

NAME: NAME OF LMS:

Directions: Add a Screenshot and description as needed to document your LMS design and development work in each area.

I. Online Course Development [FIELD EXPERIENCE] - Candidates will use a learning management system (LMS) to develop a high-quality K-12 online course that incorporates research and best practices in online learning for children and/or adolescents. The course will contain the following:(note: Key diversity components are italicized and underlined) - (TOTAL SECTIONS A-G = 300 POINTS)

Element Screenshot Description

A. A Welcome Statement and Site Navigation Instructions (2.1.2); (1.1.6)(15 points)

1. Welcome

Statement

[Insert Screenshot]

[Insert Description]The welcome statement includes active links to standards and to contact the teacher. It also includes a photo of the teacher to help create a more personable experience for each student. Additionally, audio has been added as a part component of Universal Design so that all

Template by Julia S. Fuller, 2014 (Updated 2016) 1

students may access the content.

2. Site Navigation Instructions

[Insert Screenshot] [Insert Description]Instructions for how to proceed with the modules have been provided. Audio will be added to support all learning needs.

B. Basic Support, Directions, and Guidance , including: (30 points)


1. Overview of the types and specifications of the technologies (hardware, software, and peripherals) to which students must have access in order to complete the course (Note: Required technologies and specifications should be reasonably accessible to students in order to ensure equitable access to digital content employed in the course) (1.1.1); (2.1.6)

[Insert Screenshot]

[Insert Description] A list of all the materials needed as been provided. Most of the required software is already provided by the school to help provide equitable access. Internet access is the trickiest of all the requirements. However, class time will be provided to support the use of technology for all students. Students have already been provided with their own devices in grades 3-12.


2. Ideas for gaining access to these technologies via public or low-cost means should a student not have home access to the necessary technologies for the course (1.1.1); (1.1.7); (2.1.6)

[Insert Screenshot]

[Insert Description]I have added the same image again because I feel that it demonstrates how most of the technologies come at no cost to the parents due to Dalton Public Schools’ 1:1 initiative. Students have the option to purchase additional productivity access, but these items are not required.

3. Overview of technical skills needed to successfully complete the course (1.1.1); (1.1.7); (2.1.6)

[Insert Screenshot] [Insert Description] A quick list of basic skills required to be able to complete the course has been provided. There is a link on the course home page so that the list is easily accessed at any time.


4. Links to technical documentation and online tutorials to assist students in acquiring the technical skills needed for the course (1.1.1); (1.1.7); (2.1.6)

[Insert Screenshot]

[Insert Description] Working with 4th grade students, I have learned that they benefit from watching tutorial videos. I have posted some videos on the video support pages to assist students in acquiring technology skills. I feel that this page will evolve over time as I begin creating more of my own tutorials through


Screencast-O-Matic to support their specific needs.

5. Links to technical support resources and directions to assist students in case of technical difficulties with LMS or with course content (1.1.7); (2.1.6)

[Insert Screenshot]

[Insert Description]Again, I have posted an image of my video support page. I am currently compiling all helpful videos on this page for students to use. They need to give up if all of a similar item are not in one location. Therefore it made sense to me to put technical skills and technical support resources all on one page since I am using videos for both.


6. ADA- compliance statement by the LMS publisher (2.1.6)

[Insert Screenshot]

[Insert Description]I will need a little feedback on this section. I felt like I needed to find something from the Canvas team proving their work to make sure the LMS is accessible to all students.

7. Instructor statement on how universal design principles were applied in constructing the specific course within the LMS and

[Insert Screenshot] [Insert Description]Students with disabilities will have accommodations made for them as the IEP species. These students will also receive


class-specific instructions on how students with documented ADA disabilities can access the course content/receive required support services (2.1.6)

support services to help them access the content. The ESS program with work with the classroom teacher to meet the needs of the students in the class.


8. Instructions how students who believe they may have an ADA disability can receive testing and diagnostic services (2.1.6)

[Insert Screenshot]

[Insert Description]Students will receive diagnostic testing if they believe they have a disability. All a student, or parent, needs to do is contact the classroom teacher or call the ESS office directly to receive additional information.


9. Definitions of Netiquette and expectations for teacher and student behavior in online discussions, email, synchronous meetings, and other forms of communication to be used in the course (2.1.6), (3.2.1)

[Insert Screenshot]

[Insert Description]Student expectations pages includes all the expected behavior for interaction between teacher and peers. There is also a definition and video for netiquette.

C. Community Building Activities , including: (15 points)

1. Instructor introductions (2.2.2); (2.6.3)

[Insert Screenshot] [Insert Description] This is still a work in progress. I would like to beautify this page a little more, but do have the basic information down for students to get to know me a little more.


2. Methods for students to introduce themselves to one another and to set foundations for an accepting learning community, that values diversity among members (2.2.2); (2.6.3)

[Insert Screenshot]

[Insert Description]I have created a discussion board for students to get to know each other. I felt that this would be an excellent way for them to try out the discussion feature prior to their first assignment.

3. Methods for students to provide instructor and peers with information about their current knowledge on the content to be covered, their personal/professional experiences, and their learning styles/preferences (2.2.2); (2.6.3); (3.2.1); (2.3.1)

[Insert Screenshot] [Insert Description]I decided to use a discussion to determine current information about ecology. I made other students responses hidden until an initial post is made. This will ensure that students are putting down their own thoughts, rather than looking up and rewording what their peers posted.


D. Course Syllabus and Orientation to Course Syllabus , including:(45 points)

1. Terms of class interaction for both teachers and students, including attendance policy for synchronous activities (2.2.3); (2.2.4)

[Insert Screenshot]

The information for this standard would be found in the syllabus as policies. ie. policy for expected interaction, attendance, etc.

[Insert Description]This a screenshot taken directly from the syllabus provided for the course. These expectations specify how students should communicate with the instructor and each other in an appropriate way and time.

2. Teacher contact information and guidance (2.2.3); (2.2.4)

[Insert Screenshot]

[Insert Description]This is a screenshot taken directly from the syllabus. This is a blended course, so students will have face to face access five days a week. However, this does provide learning coaches and parents with additional information on how to reach me.


3. Information on teacher response time to questions and assignments (2.2.3); (2.2.4)

[Insert Screenshot]

This is a screenshot taken directly from the syllabus. It is the same as the last section but the information is combined in one area. This is a blended course, so students will have face to face access five days a week. However, this does provide learning coaches and parents with additional information on how to reach me.[Insert Description]


4. Information on how to receive instructional support from teacher and other support services, as appropriate (2.2.3); (2.2.4)

[Insert Screenshot]

[Insert Description]This is screenshot taken directly from the course syllabus that will be provided for the course. There is a statement taken from the school handbook.

5. Grading criteria (2.2.3); (2.2.4)

[Insert Description]This screenshot was taken directly from the syllabus developed for this course. The grading is explained and the assignments are included in the description.


[Insert Screenshot]

6. Policy for submitting and grading late assignments (2.2.3); (2.2.4)

[Insert Screenshot]

[Insert Description]Screenshot captured from the syllabus developed for the course.


7. Academic honesty and copyright/privacy policies (2.2.3); (2.2.4)

This is screenshot taken directly from the course syllabus that will be provided for the course. There is a statement taken from the school handbook.

I have also included information on consequences for breaking the academic honesty policy. [Insert Description]


[Insert Screenshot]

Did you include a screenshot of your academic honesty, copyright, and privacy policies to include FERPA?

8. Appropriate behavior expectations (2.2.3); (2.2.4)

[Insert Screenshot]

[Insert Description]Screenshot taken directly from the course syllabus. These expectations are in sync with the expectations for the face-to-face class, as well. Number six is an expectation that has been expressed by our administration due to the number of visitors that our school receives as a STEM school.


9. Consequences for violating academic honesty, copyright/privacy policies, and behavior expectations

[Insert DesThis is a screen shot taken from the school handbook that has also been added to the course syllabus. Our school is in its first year of a one-to-one initiative. These are the uniform acceptable use policies that students are to follow district wide.cription]


[Insert Screenshot]

This section could include the Appropriate Use Policy.10. Clear,

measurable course goals and learning modules objectives (2.2.3); (2.2.4)

[Insert Screenshot]

[Insert Description]This is screenshot taken from the course syllabus. The online course has been developed around these learning outcomes.


11. Course schedule (2.2.3); (2.2.4)

[Insert Screenshot]

Did you include a screenshot of a calendar listing when modules are open or when assignments are due?

[Insert Description]This is the general flow of the online/ blended learning course. This is a screenshot taken from the syllabus and the modules have been developed around this plan.


12. Required assignments (2.2.3); (2.2.4)

[Insert Screenshot]

Did you include a screenshot of the breakdown of your assignment groups by percent or point value?

[Insert Description]This is a screenshot of the course standards/ objectives and their alignment to the assignments of the course. It also includes the possible points of each assignment. All assignments are of equal value.


13. Procedures for submitting assignments (2.2.3); (2.2.4)

[Insert Description]These section includes screenshot of screencasts that have been developed to show students procedures on submitting work. The first screencast displayed is crucial for uploading work. Students must first convert Word files into PDF documents in order to be uploading for peer and parent review. The next screencast is a tutorial on how to upload to the online portfolio for feedback.


[Insert Screenshot]

Did you include a screenshot of your directions for uploading assignments?


14. Alignment grid showing how assignments, assessments, and standards-based learning goals are related to one another (2.5.1); (2.5.5)

[Insert

[Insert Description]This is a screenshot of the alignment grid that shows how the assignments, assessments, and standards for 4th grade content are all aligned and related to one another.


E. Learning Modules (Information may come from several modules in your LMS) that: (105 points)

1. Clearly outline required learning activities that will help students achieve learning standards associated with the module (2.5.1)

[Insert Screenshot]

Did you include a screenshot that shows how the module’s activities flow? Does it show an example of your clearly written directions for a standards-based activity?

[Insert Description]The course introduction page gives a description of the course and how students will be able to navigate through each task. I have provided a video that gives audio and visual information to support a diverse classroom of learning needs.


2. Provide authentic, relevant, and real-world learning experiences for students to engage with content (2.5.6); (2.6.4)

[Insert Screenshot]

Did you include a screenshot that shows an authentic, relevant, and real-world learning experience for students to engage with content? Examples: a project-based learning activity, an inquiry lab, performance task

[Insert Description]This is an activity that is directly related to authentic “field experience” from our research at a local wetland. This component is a blend of inquiry lab and, ultimately, project-based learning.


3. Provide opportunities for meaningful instructor-student and peer-peer interaction to support learning (2.6.3)

[Insert Screenshot]

Did you include a screenshot that shows how you will provide opportunities for meaningful instructor-student and peer-peer interaction to support learning when you teach the course next semester? Example: a discussion forum with a description of how instructors/students and peers will interact

[Insert Description]This screenshot shows instructions for a discussion forum. Within this forum, the student to student interaction is described in the directions.

4. Appropriately use both synchronous and asynchronous learning opportunities to support learning (1.1.4)

[Insert Description]Students can use Padlet as one option for meeting asynchronously. This will evolve over time. First, I want students to


[Insert Screenshot]

Did you include a screenshot that shows an example asynchronous learning activity? Does it detail how you will use synchronous opportunities to support learning?

become familiar with posting ideas and progress on the Padlet. Currently it is set up for the first few group meetings. Each group will have a link to their own Padlet.

5. Incorporate visual resources into online modules (1.1.3)

[Insert Screenshot] [Insert Description]Visual resources will be used throughout the course to help support a variety of learners. Here is an example of a food web to aid students in the


Did you include a screenshot that shows an example of one of your visual resources?

development of their own food web using organisms from our local ecosystem.

6. Effectively use and incorporate subject specific developmentally appropriate software in an online learning module (1.1.6)

[Insert Screenshot]

[Insert Description]The music video is a catchy song to help teach 4th grade content. PebbleGo, BrainPop, and NewsELA all are age-appropriate resources to elementary content. Finally, the webpage [buildyourwildself.com] allows for application and analysis of the content.


Did you include a screenshot that shows an example of a subject specific developmentally appropriate software with directions for the students?

7. Engage students in active roles in their learning process and opportunities to construct meaning (2.6.5)

[Insert Screenshot]

Did you include a screenshot that shows directions for an activity in which the students will engage in active roles during the learning process allowing them to construct meaning?

[Insert Description]Here is a picture of the intro to the final project. This page includes directions and demonstrates that the students will have to engage in active roles during this learning process.

8. Elicit a response from the student comparable

[Insert Screenshot]

Did you include a screenshot that shows the type of student work or a response from the student comparable with the level of competency demanded in the related task?

[Insert Description]How do we show a screenshot if we


with the level of competency demanded in a related task (2.5.6)

have not yet taught this course?


9. Assist students to consider meaning, reflect on new knowledge, and assimilate/apply information (2.6.5)

[Insert Description]Here, I have posted another screen shot of my culminating task. In order to complete this assignment, students must be able to assimilate and apply information in order to create a virtual tour. This activity will have multiple pages of step by step instructions to aid in the practice of organizing group meetings and monitoring productivity to ensure that the final goal is achieved.


10. Apply technology to engage students in higher-order thinking skills and creativity (2.1.11)

[Insert Screenshot]

[Insert Description]On this page, the link [buildyourwildself.com] allows for students to apply their learning and analyze the different functions and benefits of adaptations. Analyzing and applying knowledge are both higher-order thinking skills.


Did you include a screenshot that shows an activity in which technology is applied to engage students in higher-order thinking skills and creativity?

11. Differentiate instruction based on students’ diverse talents and learning needs (2.1.9); (2.6.1)

[Insert Screenshot]

[Insert Description]Here is a screenshot from the PebbleGo link that is referenced on the adaptations page on my course. This website was specifically added with the intentions of supporting the ESS/ EIP students in my class. This resource uses a


Did you include a screenshot that shows an activity or instructional aspect of your course in which you differentiated based on students’ diverse talents and learning needs?

lower lexile level for print and it offers the audio feature to read the content to the students. It also provides some video support for the content.

12. Differentiate instruction based on students’ special education modifications, age, cultural and linguistic background, academic achievement, cultural background, and experiences (2.6.1); (2.6.2)

[Insert Screenshot]

Did you include a screenshot that shows an activity or instructional aspect of your course in which you differentiated based on students’ special education modifications, age, cultural and linguistic background, academic achievement, cultural background, and experiences? This may include extended time, chunking content into smaller portions, modified instructions, etc.

[Insert Description] This activity allows for specials needs students to use modeling clay to develop their animal with adaptations. This task requires no reading and allows or students with sensory needs to manipulate clay. This is a relaxing activity for some of the special needs students in my class. BrainPop offers a Spanish version of its content. Students have access to the Spanish BrainPop.


13. Address multiple intelligences, including the needs of visual, auditory, and tactile learner (2.5.2), (2.5.7)

[Insert Screenshot]

Did you include a screenshot that shows an activity or instructional aspect of your course in which you addressed multiple intelligences, including the needs of visual, auditory, and tactile learners?

I changed the adaptations page to include an activity that would support more of the tactile learners. There is a choice A and B for the learners to choose between. This page has visual and audio to support a diverse audience, as well. [Insert Description]

14. Include appropriate citations and ethical/legal use of copyrighted material

[Insert Screenshot]

Did you include a screenshot of your course references to demonstrate that you include appropriate citations and ethical/legal use of copyrighted material?

[Insert Description]

F. Assessments of Student Learning that: (60 points)


1. Make evaluation criteria CLEAR to students through well-constructed, rubrics, checklists, grading forms, etc. (3.1.1)

[Insert Description]A couple rubrics are used throughout this module. I like to use rubrics because they eliminate some of the subjective nature that can occur during the grading process. There are also several assessments that provide immediate feedback to the students.


[Insert Screenshot]

Did you include a screenshot of rubrics, checklists, grading forms, etc.?2. Address ALL

learning standards associated with the course/learning modules (2.5.1)

[Insert Screenshot]

Did you include a screenshot of a module’s objectives and a task list aligned to module objectives within each module?

[Insert Description]The culminating activity has a task that is directly tied to one of the module objectives. The objective is even listed at the top of the activity so that the students are aware of what standard and object they will be demonstrating.


3. Address multiple intelligences, including visual, auditory, and tactile learning styles (2.5.2), (2.5.7)

[Insert Screenshot]

Did you include a screenshots of an assessment that addresses multiple intelligences, including visual, auditory, and tactile learning styles?

[Insert Description]This activity and assessment allows for all of the learning styles to be used. There is a music video, visual aids, and tactile activities that can be chosen for students to learn and apply the adaptation content.


4. Use authentic assessment strategies to determine student acquisition of knowledge and skills (2.5.3)

[Insert Screenshot]

Did you include a screenshot and a description of an authentic assessment strategy used to determine student acquisition of knowledge and skills? See: http://citl.indiana.edu/resources_files/teaching-resources1/authentic_assessment.php

This project requires students to create a product for guest visiting our school or park. This is an authentic activity because our students are constantly showcases for STEM research project involving the student of a local wetland. They trap turtles and track data on 6 different species. Ecology standards for 4th grade are being investigated through this research. This project allows for students to share their knowledge about the research in an engaging way. [Insert Description]


5. Include pre- and post- testing to show student growth in content knowledge (2.5.5)

[Insert Description]I have posted two tests here. However, I would really like to choose just one for both assessments so that I can more accurately determine the areas of growth and need. I think using the same assessment for both will also help determine areas that my instruction needs adjustments.


[Insert Screenshot]

Did you include a screenshot of a pre- and post- testing to show student growth in content knowledge?


6. Are reasonable expectations given the learning activities included in the course (2.5.5), (2.5.6)

[Insert Screenshot]

Did you include a screenshot of an activity description and its associated assessment and objective? Describe how the assessments are reasonable in the level of rigor compared to the learning activities.

[Insert Description]This culminating project and rubric are reasonable for the grade level. They are written in a way to help avoid subjective grading. They also allow for flexibility in choose for different learning styles and levels. ESS students could complete the assignment on their level and still be graded using the same rubric.


7. Require students to engage in authentic performances to show mastery of content (2.5.6)

[Insert Screenshot]

Did you include a screenshot of an activity that requires students to engage in authentic performances to show mastery of content? Ie. project-based learning

[Insert Description]This project requires students to create a product for guest visiting our school or park. This is an authentic activity because our students are constantly showcases for STEM research project involving the student of a local wetland. They trap turtles and track data on 6 different species. Ecology standards for 4th grade are being investigated through this research. This project allows for students to share their knowledge about the research in an engaging way.


8. Are modified to accommodate special education needs, student age, cultural background and experiences (2.6.2)

[Insert Screenshot]

Did you include a screenshot of an assessment policy or course policy that demonstrates how the assessment is modified to accommodate special education needs, student age, cultural background and experiences?

[Insert Description]My course policy must align closely with the policy in the school handbook. However, I did include a simple message about how the assignments would and could be modified and how the students would be able to receive support and extended time.


9. Are valid (i.e., adequately sample the content that they are designed to measure) and reliable (i.e., produce consistent results from administration to administration) (3.1.1)

[Insert Screenshot]

Did you include a screenshot of an assessment and provide a description that demonstrates in what ways it is valid and reliable? Does the assessment align to the objectives and outcomes expected? Does the rubric provide consistency in grading outcomes? (Ie. Explain how the content is adequately sampled and what helps it produce consistent results. You may need to include the associated objectives and a description of past comparable results.)

This is the rubric that will be used in the culminating activity. It aligns to the object and the standard in that it requires students to identify physical features and how they help a turtle to better survive. Additionally, this rubric requires students to monitor their written/ verbal expression which are also 4th grade standards. The students are grade on a scale of 1, 2, or 3 for familiarity purposes. This is how they receive grades on a report card.[Insert Description]


10. Are implemented in ways that insure instrument validity and reliability (3.1.2)

[Insert Screenshot]

Did you include a screenshot of an assessment and describe the procedure for implementing the assessment to insure instrument validity and reliability? (Ie. administered throughout the unit. Quizzes will be proctored in class whether given online or on paper. Online quizzes will also have the question order randomized and will only allow one response from each student.)

[Insert Description -- Ie. Each student has to log into complete the quiz and has their own account. They are only able to take the quiz once . and the orderis randomized. The time limit will be set to 25 minutes unless the studenthas an IEP, 504 or is an ELL learner, then it is dictated by their accommodations.]


11. Include varied and multiple ways to assess each learning standard (3.1.3)

[Insert Screenshot]

[Insert Description]The culminating project allows for a formal assessment of students’ knowledge of the standard. Activities and discussions allow for other formal assessments along the way. The post-test allows for a summative assessment of the content.


Did you include a screenshot of formative and summative assessments that assess the same standards in varied and multiple ways?

12. Gather appropriate background and content knowledge assessment data throughout the course for each student, so that instruction can be customized to students’ group and individual learning needs throughout the course. (3.3.1) [Insert Screenshot]

Did you include a screenshot and a description that demonstrates how you gather appropriate background and content knowledge assessment data throughout the course for each student, so that instruction can be customized to students’ group and individual learning needs throughout the course? (Ie. Learner feedback becomes more specific to the student as the course progresses. Teacher modifies instruction based on assessment data. Online gradebooks allow for data tracking.)

[Insert Description]The gradebook feature in Canvas will allow for grades to be tracked and monitored throughout the course. Instruction can be modified as needed based on individual performance.


13. Provide both formative and summative assessment practices, including opportunities for students to self-assess, receive peer feedback, and receive ongoing response on performance from the instructor (3.2.2)

[Insert Screenshot]

Did you include a screenshot that demonstrates how you provide both formative and summative assessment practices, including opportunities for students to self-assess, receive peer feedback, and receive ongoing response on performance from the instructor?

[Insert Description]Students will have opportunity through the course to receive multiple forms of feedback. They will receive teacher, self, and peer feedback. Peer feedback will come through discussions online and in class. Teacher feedback will come through the use of conversation, discussion forums, and rubrics.

G. Evaluation of Course Materials and Instructional Practices including: (30 points)


1. An evaluation of student readiness to engage in online learning, in general, and the specific modes of delivery used in the course (3.2.1)

[Insert Screenshot]

Did you include a Screenshot of a course evaluation of student readiness to engage in online learning, in general, and the specific modes of delivery used in the course?

[Insert Description]I have developed and taken a screenshot of a Google Forms survey that is embedded into the course and will be made visible at the appropriate time. This survey allows me to evaluate the student readiness to engage in online learning.


2. Student input on course materials so that ongoing improvements to course content and delivery can be made for ALL learners (2.5.4)

[Insert Screenshot]

Did you include a Screenshot of a course evaluation that considers student input on course materials so that ongoing improvements to course content and delivery can be made for ALL learners?

[Insert Description]This is a screenshot of a Padlet board that I have embedded into the course. I haven’t totally decided if I will make it available to the students throughout the entire semester or if I would like to make it visible more toward the end when they have a better idea of how to navigate and evaluate the course.


3. Opportunities for evaluating teaching effectiveness within the online environment (i.e., classroom assessment techniques, teacher evaluations, teacher peer reviews) so that ongoing improvements can be made for ALL learners (3.3.4)

[Insert Screenshot]

Did you include a Screenshot of a course evaluation that addresses teaching effectiveness within the online environment so that ongoing improvements can be made for ALL learners?

[Insert Description]This is a screenshot of the instructor feed form that I have embedded into the course. I will make it visible at the end of the course for students to evaluate my teaching effectiveness. I have used feedback forms given to assess college classes as a model for this form.

The Online Course Assessment (OCA) is completed in ITEC 7481 Designing and Developing Online Learning. It assesses the candidate’s ability to develop a syllabus for an online course in education. It assesses PSC standards (1.1.1), (1.1.3) (1.1.4), (1.1.6), (1.1.7), (2.1.2), (2.1.6), (2.1.9), (2.1.11), (2.2.2), (2.2.3), (2.2.4), (2.5.1), (2.5.2), (2.5.3), (2.5.4) (2.5.6), (2.5.7), (2.6.1), (2.6.2), (2.6.3), (2.6.4), (2.6.5), (2.6.8), (3.1.1), (3.1.2), (3.2.1), (3.2.1), (3.2.3), (3.3.1), (3.1.3)


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