Presentation on theme: "CREATING AN EXEMPLARY ONLINE COURSE Dr. Beth L. Vealé Midwestern State University."— Presentation transcript:
CREATING AN EXEMPLARY ONLINE COURSE Dr. Beth L. Vealé Midwestern State University
Objectives Objectives Define the term exemplary as it relates to online course development Identify factors within a course that can be improved to move towards an exemplary course Assess course components as to exemplary course status
Introduction Teaching Online versus F2F Why the scrutiny? Who cares? I know my course is great!
What is Exemplary? ex·em·plar i ɡˈ zempl ə r,i ɡˈ zemplär/ noun a person or thing serving as a typical example or excellent model. "he became the leading exemplar of conservative philosophy" synonyms:epitome, perfect example, paragon, ideal, exemplification, textbook example, embodiment, essence, quintessence;epitomeparagonidealembodimentessencequintessence
Factors that Contribute to “E” Status Wait a minute!!! Who Says? Colleges & Universities CSU Chico Univ of West Georgia Texas Tech ion Corporate Entities Quality Matters Blackboard
Common Factors/Areas Goals and Objectives Content Presentation Learner Engagement Development of Learning Community Interaction Logistics Expectations Assessment Design
Common Factors/Areas Self Assessment Orientation of Course and LMS Software Support Instructor Role and Information Course/Institutional Policies and Support Technical Accessibility Accommodations for disabilities Feedback
Suggestions for Getting There Dos and Don’ts Goals and Objectives What do you want the student to do? If possible, provide examples. Content Presentation Who are your learners? Traditional? Trendy? Who are you? How do you want to be viewed? Don’t rewrite the textbook. Do enhance the tough parts. You tube.
Suggestions for Getting There Dos and Don’ts Learner Engagement
Suggestions for Getting There Dos and Don’ts Learner Engagement I am all alone I’m online, I need something to do. Do provide interactive/reactive assignments Don’t assign only reading and quizzes.
Suggestions for Getting There Dos and Don’ts Learning Community Not about group work, necessarily It is about connecting the students, topic to topic, course to course, area to area.
Suggestions for Getting There Dos and Don’ts Interaction logistics Do provide details about levels of participation (quantity) and quality of the communication Tell them what constitutes a “good answer” Include a grading rubric
Suggestions for Getting There Dos and Don’ts Do actively participate Don’t lurk Do use course communication tools for updates Don’t use more than one email address or update method unless absolutely necessary Make yourself available, really!
Expectations Do make sure the tests match the objectives. Provide rubrics or models for “good work”. Make sure instructions are clear. Have someone else tell you what they think you expect. Suggestions for Getting There Dos and Don’ts
Assessment Design Tests need to measure the performance they claim they will, that is, activities are explained using appropriate vocabulary and reading level. Assessments require higher order thinking – analysis, problem-solving Assessments are frequent throughout the course Multiple types of assessment are used such as research projects, objective tests, discussions, etc. Suggestions for Getting There Dos and Don’ts
Self Assessment Do give the students opportunities to assess themselves Self assessments should provide constructive, meaningful, feedback. Journals, periodic self tests, etc. Checklist for achievement Suggestions for Getting There Dos and Don’ts
Orientation to Course and LMS/CMS Do include tutorial materials and links to internal/external help files The fewer clicks, the better Required software is linked (Adobe pdf, Webquest, Evolve etc.) Links are located in proximity to materials requiring its use. Suggestions for Getting There Dos and Don’ts
Software Support Do provide clear explanations of optional and/or required software including costs Do provide links for capture of software and place those links inside the material. Suggestions for Getting There Dos and Don’ts
Instructor Role and Information Do provide contact information. Do not provide personal details (address, home phone, etc). Instructor should be easy to find, but students should be aware of instructor operating guidelines Suggestions for Getting There Dos and Don’ts
Instructor Role and Information Explain your role. Who will respond to technical difficulties if not you? Do clearly explain methods of collecting and returning work. Suggestions for Getting There Dos and Don’ts
Course/Institutional Policies and Support Links to institutional policies, materials, and forms relevant for learner success (e.g. plagiarism policies) are clearly labeled and easily found. Easy back and forth from course-information-course Do provide decorum/netiquette policies Do provide links to institutional services (library, writing center, etc.) Suggestions for Getting There Dos and Don’ts
Technical Accessibility Issues Do use standard formats Do provide alternate formats when using software. (PC vs Mac) Identify large file sizes for download expectations Provide smaller pieces Stream videos whenever possible to optimize graphics and display to limit scrolling. Suggestions for Getting There Dos and Don’ts
Accommodations for Disabilities Do provide supportive mechanisms that allow disabled students to participate fully. Integrate alternative resources (transcripts for verbal/sound files, voice recognition software, etc. Provide highly visible links to institutional policies, contacts, and procedures for disability support Design color, text size manipulations, audio and video controls, and alt text that reflect university accessibility considerations. Suggestions for Getting There Dos and Don’ts
Feedback Do provide opportunities for learners to give feedback to the instructor regarding course design and content during and after course. Make it anonymous! Suggestions for Getting There Dos and Don’ts