Bb exemplary course program review 15

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1. Blackboard Exemplary Course Program Review Day 1 Monday, June 1, 2015 2. Blackboard Exemplary Course Program Review By the end of this session, faculty will be able to: Understand the Bb Exemplary Course Rubric Examine what makes a course exemplary Identify areas of improvement in their course(s) Explore examples of Bb Exemplary Courses Learning Objectives 2 of 26 3. What is the Blackboard Exemplary Course Program? The Blackboard Exemplary Course Program is an initiative designed to identify and disseminate best practices for designing engaging online and hybrid courses Benefits: Anyone can submit a course for consideration Opportunity to reflect on your own course design Detailed feedback provided from group of Bb peers Recognition from Bb community for accomplishment 3 of 26 4. What is Needed in a Course to be Considered Exemplary? Interaction and Collaboration Assessment Learner Support Course Design 4 of 26 5. What is the Blackboard Exemplary Course Rubric? The Exemplary Course Rubric details a range of criteria to rate performance in each component of a course Detailed feedback is provided to achieve a specific rating in each area of the course. Courses are rated as either: Exemplary Accomplished Promising Incomplete The rubric allows for more objective assessment of a course, better self-assessment, and saves time during evaluation 5 of 26 6. Course Design This element of the Exemplary Course Rubric addresses the instructional design of a course, which consists of the following components Goals and Objectives Content Presentation Learner Engagement Technology Use 6 of 26 7. Course Design: Goals and Objectives Exemplary Criteria Are easily located within the course Are clearly written and explained thoroughly Are provided for specific lessons within course Are measurable so students know what to do Reflect desired learning outcomes 7 of 26 8. Course Design: Content Presentation Exemplary Criteria Is chunked in manageable segments Is enhanced with visual and auditory elements Flows in a logical progression Navigation is intuitive 8 of 26 9. Course Design: Learner Engagement Exemplary Criteria Clear how instructional strategies will enable students to reach course goals/objectives Guidance for learners to work with content Higher-order thinking is expected of students Individualized instruction, remedial, and advanced learning activities are provided for various students 9 of 26 10. Course Design: Technology Use Exemplary Criteria LMS tools used to engage students w/ content Tools are used to reduce labor-intensity of learning Wide variety of delivery media is incorporated Technologies are used creatively in ways that transcend traditional teacher-centered instruction 10 of 26 11. Interaction and Collaboration This element of the Exemplary Course Rubric addresses the type and amount of interaction and collaboration within an online environment Communication Strategies Development of Learning Community Interaction Logistics 11 of 26 12. Interaction and Collaboration: Communication Strategies Exemplary Criteria Opportunities for synchronous / asynchronous interaction Asynchronous strategies promote critical reflection and higher order thinking aligned with learning objectives Synchronous communication activities benefit from real- time interactions and facilitate rapid response 12 of 26 13. Interaction and Collaboration: Dev. of Learning Community Exemplary Criteria Communication designed to build a sense of community among learners Student-to-student interactions are required and students encouraged to engage w/ faculty Collaboration reinforces course content and learning outcomes while building skills that can be applied to a workplace such as teamwork, cooperation, negotiation, and consensus-building 13 of 26 14. Interaction and Collaboration: Interaction Logistics Exemplary Criteria Required levels of participation are provided via rubric Required quality of communication is defined by rubric Faculty actively participates in communication activities including giving feedback to students Faculty uses communication tools to provide course updates, reminders, and special announcements 14 of 26 15. Assessment This element of the Exemplary Course Rubric focuses on instructional activities designed to measure progress towards learning outcomes Expectations Assessment Design Self-Assessment 15 of 26 16. Assessment: Expectations Exemplary Criteria Assessments match the goals and objectives Learners are directed to the appropriate objectives for each assessment Rubrics for desired outcomes are provided Instructions are written clearly 16 of 26 17. Assessment: Assessment Design Exemplary Criteria Assessments measure the performance they claim Higher order thinking is required Assessment activities occur frequently Multiple types of both formative and summative assessment are used regularly throughout the class 17 of 26 18. Assessment: Self-Assessment Exemplary Criteria Many opportunities for self-assessment are provided to students Self-assessments provide constructive, meaningful feedback to student 18 of 26 19. Learner Support This element of the Exemplary Course Rubric addresses the support resources made available to students taking the course. Orientation to Course and LMS Supportive Software Instructor Role and Information Course/Institutional Policies and Support Technical Accessibility Issues Accommodations for Disabilities Feedback 19 of 26 20. Learner Support: Orientation to Course/LMS Exemplary Criteria Clearly labeled instructions and tutorials are given Instructions are found easily within the course Tutorial materials support multiple learning modalities: audio, video, and text-based 20 of 26 21. Learner Support: Supportive Software Exemplary Criteria Clear expectations or optional and required software including additional costs are provided within the course Software required to use course materials is listed with links to where it can be downloaded and installed Links are located within the courses where learners will use the software (i.e. near the materials requiring its use) 21 of 26 22. Learner Support: Instructor Role and Information Exemplary Criteria Contact information for faculty is easy to find and includes multiple forms or communication Expected response time for email replies is included Instructors role within the course is explained Instructors methods of collecting and returning work are clearly explained 22 of 26 23. Learner Support: Policies and Support Exemplary Criteria Links to institutional policies, materials, forms, etc. necessary are clearly labeled and easy to find Links allow easy navigation from the course to outside information and back Course policies regarding decorum, behavior, and netiquette are written clearly to avoid confusion Links to institutional services such as the library or writing center are clearly labeled and easy to find 23 of 26 24. Learner Support: Technical Accessibility Issues Exemplary Criteria Course materials use standard digital formats Large files are identified to help learners consider download times Alternative (smaller) files are provided where appropriate Videos are streamed whenever possible; graphics are optimized for web delivery 24 of 26 25. Learner Support: Accommodation of Disabilities Exemplary Criteria Supportive mechanisms allow learners with disabilities to participate fully in the online community The design and delivery of content integrate alternative resources (e.g. text transcripts) or enable assistive processes (e.g. voice recognition) for those in need Design factors such as color, text size, contrast, as well as multimedia take into consideration universal accessibility 25 of 26 26. Learner Support: Feedback Exemplary Criteria Learners have opportunity to give feedback to instructor about course design and course content during course delivery and after completion Feedback mechanisms allow students to participate anonymously during course evaluations 26 of 26