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Blackboard Exemplary Course Program Review

Day 1 – Monday, June 1, 2015

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

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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

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What is Needed in a Course to be Considered Exemplary?

Interaction and

Collaboration

AssessmentLearner Support

Course Design

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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 IncompleteThe rubric allows for more objective assessment of a course, better self-assessment, and saves time during evaluation

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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

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Course Design: Goals and ObjectivesExemplary 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

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Course Design: Content PresentationExemplary Criteria

Is “chunked” in manageable segments

Is enhanced with visual and auditory

elements

Flows in a logical progression

Navigation is intuitive

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Course Design: Learner EngagementExemplary 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

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Course Design: Technology UseExemplary 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

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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

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Interaction and Collaboration:Communication StrategiesExemplary 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”

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Interaction and Collaboration:Dev. of Learning CommunityExemplary 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

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Interaction and Collaboration:Interaction LogisticsExemplary 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

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Assessment

This element of the Exemplary Course Rubric focuses on instructional activities designed to measure progress towards learning outcomes

Expectations

Assessment Design

Self-Assessment

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Assessment:ExpectationsExemplary 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

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Assessment:Assessment DesignExemplary 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

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Assessment:Self-AssessmentExemplary Criteria

Many opportunities for self-assessment are

provided to students

Self-assessments provide constructive,

meaningful feedback to student

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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

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Learner Support:Orientation to Course/LMSExemplary 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

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Learner Support:Supportive SoftwareExemplary 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)

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Learner Support:Instructor Role and InformationExemplary Criteria

Contact information for faculty is easy to find and

includes multiple forms or communication

Expected response time for email replies is included

Instructor’s role within the course is explained

Instructor’s methods of collecting and returning

work are clearly explained

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Learner Support:Policies and SupportExemplary 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

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Learner Support:Technical Accessibility IssuesExemplary 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

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Learner Support:Accommodation of DisabilitiesExemplary 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

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Learner Support:FeedbackExemplary 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

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