Elements of an Online Syllabus
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Transcript of Elements of an Online Syllabus
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Elements of an Online Syllabus
Contact: Melody BucknerInstructional Designer
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Objectives of this presentation
Define the purpose of a syllabus
Explain difference between an on-campus syllabus and online line syllabus
Identify critical components of an effective online syllabus
Convert a traditional syllabus into an effective online syllabus
Identify some “best practices” to use in the design of an online syllabus
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The Purpose of a Syllabus
The basic elements and guidelines for the course
Outline the expectations of the faculty and the students
Foundation for measuring the learning experience in the course
A contract or agreement between the faculty and the student
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On Campus vs. Online
On-campus syllabus◦abbreviated because there is verbal
explanation.◦can be clarified in class.◦the faculty sets the tone in person
Online syllabus ◦requires no verbal explanation.◦must stand alone and serve as a
guide for the student.◦the syllabus set the tone
electronically
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Similarities of On-Campus/Online Syllabus
Course DescriptionGoals and ObjectivesRequired TextsGrading PoliciesAcademic Policies Contract between
faculty and student
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Difference of On-Campus/ Online Syllabus
Outline time commitmentExplain instructor availabilityDescribe the pace of the
courseDue dates must account for
time zonesExplain how to submit
assignments
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More Difference of Online Campus/ Online Syllabus
Links can be placed into syllabus for more explanation
Navigation of course management system
Define the responsibilities and expectations of student and faculty◦Role of faculty is: facilitator,
evaluator, etc.◦Role of student is: active learner,
peer reviewer, facilitator, etc.
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Features of an online syllabus
WelcomeFaculty informationCourse descriptionCourse
goals/objectivesRequired text/
materialsCourse requirements
Student expectationsStudent evaluationsTechnical supportTechnical
requirementsCalendar of events
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The Welcome
E-mail students the week before class begins
Describe the map or flow of the online course
Emphasize the importance of reading the syllabus
State that the syllabus is a contract
Conduct a quiz over the syllabus
Post a discussion area for questions about the syllabus
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Faculty Information
Photo
Contact information◦ E-mail address◦ Phone number (office, cell,
Skype)
Office hours ◦ Both synchronous and
asynchronous◦ State how often you will be
checking in on the course
Biography information◦ Professional◦ Personal (if desired)
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Course Description
Catalog description
Course goals or objectives◦ What am I going to learn◦ Why is this important to me
Outline course expectations◦ What the course is not…
Self-pace Independent Study Easier or less time than a
face-to-face course
Any other specific course information◦ Pre-requisites
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Require Text and Materials
Supply the ISBN with title and edition of any text◦Recommend where to purchase◦Give links, if possible
Supply information about accessing published material on the library database
List any Internet resources with links
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Course Requirements
Describe all activities required of the students during the course including:
◦ Readings◦ Assignments◦ Projects◦ Research◦ Group work◦ Assessments◦ Etc.
State again the objective/goal/reason behind the requirements
State the flow of the course◦ Weekly or by unit or self pace
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Student Expectation
Define participation ◦ Is it part of the
grade? Responsibilities
◦ As an individual◦ As a group member
Time commitmentDue dates
◦ time zones
Discussions (asynchronous/synchronous)
Rubrics help define expectations
Describe the pace and flow of the course
Policy on plagiarism, academic integrity, and ADA compliance
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Student Evaluation
Explain grade criteria List the components of the total
course grading systemDescribe the grading
percentages, points or scaleExplain the criteria for passing
the course or obtaining the various levels of grades
Explain late policiesDescribe objective and
subjective assessment Supply students with a Rubric!
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Objective vs. Subjective
Objective assessment is when there is only one answer. Examples include:◦ Multiple Choice ◦ True/False questions◦ Matching
Subjective assessment is when there may be more than one way to answer. Examples include:◦ Extended response◦ Essay ◦ Project based◦ Peer reviews◦ Reflections or self-review
Good idea – Supply students with a Rubric!
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Example of a Standard Grading Rubric
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Example of a Peer Review Rubric
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Technical Support
List the University technical support◦24/7 phone number
If available supply the course management system’s (CMS) technical support website or helpline
Contact information for any other resources
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Technical Requirements
Include hardware and software requirements
List any software or plug-ins requires and where to obtain them
List required auxiliary devices◦Head sets◦Web cam◦Microphones
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Calendar of Events
Visual representation of:◦Assignment due dates ◦Assessments◦Discussion posts◦Group work◦Availability of faculty
(or unavailability)
This can be done in several forms:◦Calendar◦List or Table◦Spreadsheet ◦Timeline
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Example of Calendar of Events
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Example of Calendar of Events
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Best Practices in an Online course
Objectives in each module
Create the first assignment to orientate the student to the online environment
Explain how the online environment is different from the on campus environment
Student centered (the learner must be proactive)
High level of learning involving:◦ Critical thinking skills◦ Reflective assignments (writing skills)◦ Cumulative assignments (organization
skills)
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Additional Resources
Maryland Online Training of Faculty New to teaching online:http://www.mdfaconline.org/index.html